EEPORT 


OF   THE 


COMMISSION 


TO 


EXAMINE  INTO  THE  ORGANIZATION,  SYSTEM  OF  DISCIPLINE, 
AND  COURSE  OF  INSTRUCTION 


UNITED  STATES  MILITARY  ACADEMY 


Ts^EST  poi:nt. 


WASHINGTON: 

GOVERNMENT    PRINTING   OFFICE. 
1881. 


/  r 


( ^ 


36th  Congress,  )  SE:N^ATE.  j  Mis.  Doc, 

2d  Session.       j"  )      No.  3. 

/        PT?,  POPT  / 


EEPOUT 

OP 

THE  COMMISSION 


\  B  R  A  ^ 
or  THE  \ 

UNIVERSITY 


APPOINTED 


Under  the  eighth  section  of  the  act  of  Congress  of  June  21,  1860,  to  examine 
into  the  organization,  system  of  discipline,  and  course  of  instruction  of 
the  United  States  Military  Academy  at  West  Point. 


December  13,  1H60.— Ordered  to  be  printed. 


To  the  honorable  the  President  of  the  Senate  and  SpeaTcer  of  the  House  of 
Representatices  of  the  United  States. 

The  Commission,  consisting  of — 

Hon.  Jefferson  Davis,  United  States  Senate ; 

Hon.  Solomon  Foot,  United  States  Senate; 

Hon.  Henry  Winter  Davis,  House  of  Representatives ; 

Hon.  John  Cochrane,  House  of  Representatives  ; 

Major  Robert  Anderson,  First  Artillery,  U.  S.  A.; 

Captain  A.  A.  Humphreys,  Topographical  Engineers,  U.  S.  A.; 
Which  was  appointed  by  authority  of  the  eighth  section  of  the  act  ap- 
proved June  21, 1860,  chapter  163,  as  follows: 

'^And  be  it  further  enacted,  That  upon  the  passage  of  this  act,  or  as 
soon  thereafter  as  practicable,  a  Commission  shall  be  appointed  in  the 
manner  hereinafter  designated,  to  consist  of  two  Senators,  two  mem- 
bers of  the  House  of  Representatives,  and  two  officers  of  the  Army; 
which  Commission  shall  examine  into  the  organization,  system  of  disci- 
pline, and  course  of  instruction  of  the  United  States  Military  Academy, 
Avith  a  view  to  ascertain  what  mo  liftcations  or  changes,  if  any,  are  de- 
sirable in  order  that  the  Academy  shall  best  accomplish  the  objects  of 
its  establishment.  That  the  said  Commission  shall  report  the  result  of 
its  examination  to  the  President  of  the  Senate  and  Speaker  of  the 
House  of  Representatives.  That  the  commissioners  from  the  Senate 
sliall  be  appointed  by  the  President  of  the  Senate,  those  from  the  House 
by  the  Si)eaker  of  the  House,  and  those  from  the  Army  by  the  Presi- 
dent of  the  United  States." 

Having  discharged  the  duties  assigned  to  them,  report: 

That  they  met  at  the  jNIilitary  Academy,  West  Point,  on  July  17, 
ISOO,  and  organized  on  the  18th,  by  the  election  of  Hon.  Jefferson  Davis 
as  president,  and  Lieutenant  J.  C.  Ives,  United  States  Army,  as  secre- 
tary. They  there  pursued  their  investigations,  meeting  regularl^^  until 
September  5,  1860 — as  will  ai)pear  by  their  journal — when,  after  having 
examined  a  number  of  witnesses  and  ma{le  satisfactory  inspection  of 


2  MILITARY    ACADEMY    AT    WKST    POINT. 

tlio  various  departiiu'iits  of  tlie   iiisti  tulioii,   tliry  ad  jonriied   to   meet 
ajiiiiii  in  W'ashiiijitoii  Cily  on  Novernbj-r  L'S.  ISdO. 

The  Connnission,  after  a  laborious  investij;alion  and  due  reflection, 
submit  I  lie  loUowinji"  report,  eontaininjj:  the  residt  of  their  investigation 
olthe  several  subjects  commiited  to  them: 

OKGANIZATION. 

The  distril)utiou  of  the  responsibilities  and  duties  of  the  officers  and 
(!adets  of  the  A<rademy  was  found  jienerally  to  be  well  adapted  to  the 
ends  of  instruction,  ac(rountability,  and  <liscij)line ;  and  the  division  of 
the  hours  of  study,  recitation,  military  exercises,  recreation,  and  re|)Ose 
of  the  cadets,  such  as  to  secure  the  best  economy  ot  time.  Practical 
militaiy  instruction  is  f?iven  at  hours  when  relaxation  from  mental  toil 
is  needful.  It  includes  gymnastics,  the  use  of  small-arms,  and  riding, 
which,  while  rc(iuisite  to  complete  the  education  of  the  soldier,  serves 
to  develop  i)hysical  energy  and  preserve  health,  without  iuterfering  iu- 
juriously  with  the  course  of  studies. 

The  military  discipline  of  the  Academy  teaches  the  regularity  and 
exactness  so  essential  to  the  soldier,  and  secures  the  quiet  and  unifurm- 
ity  in  the  hours  of  study  so  necessary  for  close  mental  occupation. 

A  distinctive  feature  in  the  administration  of  this  institution  belongs 
to  existing  organization  of  the  corps  of  cadets,  by  division  into  compa- 
nies for  i)ractical  instruction  in  tactics.  This  involves  the  appointment 
of  otucers  and  non-commissioned  officers  by  selection  from  the  corps, 
upon  whom  are  devolveil  the  duties  ordinarily  i)erformed  by  those 
grades  respectively  in  the  companies  of  the  Army,  and  the  privates  are 
required  by  detail  to  perform  the  ordinary  duties  of  the  sentinel.  The 
maintenance  of  good  order  is  thus  to  no  small  extent  dependent  upon 
the  cadets  themselves,  and  as  the  enforcement  of  the  regulation  is  made 
a  military  duty,  which  it  is  inconsistent  with  soldierly  character  to  neg- 
lect, its  })erformance  does  not  expose  the  individual  to  the  odium  of 
his  associates,  but  is  with  him  a  point  of  i)rofessional  pride.  From  this 
it  follows  that  there  cannot  be  a  distinct  line  of  division  between  the  gov- 
erning and  the  governed,  and  to  that,  it  is  believed,  may  to  no  small 
extent  be  attributed  the  honorable  sentiment  which  pervades  the  young 
gentlemen  heie  trained  for  the  future  command  of  our  armies. 

The  health  of  the  corps,  as  exhibited  in  the  statement  of  mortality ; 
the  ph;s  sical  efficiency  of  the  graduates,  as  manifested  in  the  arduous 
duties  performed  by  our  troops  on  the  Jroniier ;  and  the  high  standard 
of  scientific  i)roticiency  which  the  Academy  is  acknowledged  to  have 
attained,  sufficiently  attest  the  wisdom  of  the  system  on  which  the 
Academy  has  been  administered.  In  recommending  modifications  of  its 
organization  and  administration,  the  Commission  have,  therefore,  in 
keei)iug  with  the  wholesome  maxim  to  'Met  ^ell  enough  alone,"  ab- 
stained from  proposing  radical  changes,  and  have  sought  to  bring  the 
law  into  conformity  with  the  practice  which  necessity  has  created,  and 
with  the  progress  which  exjierience  has  plainly  indicated.  Thus  find- 
ing that  the  Academy  had,  in  fact,  ceased  to  be  exclusively  a  school  of 
engineers,  and  that,  though  nominally  remaining  the  headcjuarters  of 
the  Corps  of  Engineers,  it  had  long  since  ceased  to  be  the  station  of  the 
chief  of  that  cor[)s ;  and  that  the  Superintendent  no  longer  became  such 
by  virtue  of  his  rank,  but  was  selected,  without  other  conformity  to  the 
acts  of  1802  and  1S12  than  that  of  being  an  officer  of  engineers;  and 
that  the  professors,  instead  of  l)eing,  as  w^as  originally  designed,  officers 
of  engineers,  had,  in  all  cases,  ceased  to  be  officers  of  the  Army  u[)on  be- 


MILITARY    ACADEMY    AT    WEST    POINT.  3 

comiog  professors  of  the  Academy ;  and  regarding  the  departure  in 
these  cases  from  the  original  design  of  the  law  as  the  result  of  military 
requirements  which  must  continue — and  in  view  of  the  fact  that  scien- 
tihc  officers  are  no  longer  only  to  be  found  in  the  Cor[)s  of  Engineers — 
the  Commission  having  deemed  it  preferable  to  confer  authority  to  select 
the  Superintendent,  and  to  enlarge  the  tield  ot  clioice  so  as  to  embrace 
all  officers  of  tiie  Army  wlio  have  graduated  at  the  Academy  and  have 
acquired  reputation  by  the  pursuit  of  science,  and  who  have  thus  maid- 
lested  the  academic  qualities  requisite  in  the  Superintendent.  In  the 
case  of  the  selection  of  a  professor  from  the  Corps  of  Engineers,  tlie  law 
permits  him  to  retain  his  commission,  but  does  not  extend  the  same 
privilege  to  other  officers  of  the  Army.  In  practice  the  officer  of  engi- 
neers has  been  obliged  to  resign  his  commission  in  tliat  corps.  It  is 
proposed  that  the  law  shall  conform  to  the  practice,  and  that  the  dis- 
crimination which  it  makes  in  this  regard  between  the  officers  of  engi- 
neers and  those  of  other  corps  of  the  xVrmy  shall  no  longer  exist. 

By  the  proposed  modification  tlie  law  will  have  no  restraint  on  the 
power  to  select  a  professor,  and  will  place  all  professors,  so  lar  as  relates 
to  tenure  of  office,  on  the  sanie  footing.  Believing  it  to  be  generally 
desirable,  and  in  some  of  tlie  departments  necessary,  to  select  the  pro- 
fessors from  among  the  officers  of  the  Army,  it  is  proposed  to  compen- 
sate for  the  sacrifice  involved  in  the  surrender  of  an  Army  commission 
by  providing  for  retirement  with  a  continuing  salary  after  twenty-five 
years  of  faithful  service.  The  commandant  of  cadets,  the  assistant  pro- 
fessors, the  instructors  and  assistant  instructors,  are,  as  heretofore,  to 
be  officers  of  the  Army,  temporarily  detached  from  their  corps  to  do 
duty,  as  assigned,  at  the  Mditary  Academy. 

Thus  is  provided  a  mixed  organization,  in  which  the  scientific  and 
military,  the  permanent  and  temporary  eleuients  are  sought  to  be 
blended  in  such  proportions  as  may  best  coiuluce  to  the  great  end  of 
the  Academy,  the  training  of  the  warrant  officers  of  the  Army  so  as 
best  to  qualify  them  for  the  duties  of  commissioned  officers  of  all  arms 
of  the  military  service. 

The  law  which  fixes  the  authorized  strength  of  the  corps  of  cadets 
provides  for  one  cadet  from  each  Congressional  district,  and  one  from 
each  Territory,  one  from  the  District  of  Columbia,  and  "  an  additional 
number  of  cadets,  not  exceeding  ten,  to  be  appointed  at  large."  There 
seems  to  have  been  no  settled  construction  of  the  clause  authorizing  the 
additional  number,  but  the  most  restricted  interpretation  has  been  to 
api3oiut  ten  annually  at  large,  or  without  reference  to  any  condition  of 
residence  on  the  part  of  the  appointee.  It  is  proposed  to  fix  by  law  the 
number  of  appointments  to  be  made  "  at  large,"  anti  so  limit  them  to 
ten  for  each  year. 

In  view  of  the  increase  in  the  number  of  Army  corps,  and  conse- 
quently in  the  number  of  vacancies  among  the  commissioned  officers  to 
be  annually  sui)plied,  and  in  view  of  the  fact  that  the  division  of  the 
corps  of  cadets  into  five  instead  of  four  classes  proportionately  dimin- 
ishes the  number  of  graduates,  it  is  proposed  to  increase  the  number  oi 
cadets  by  authorizing  two  from  each  State  in  addition  to  those  now  au- 
thorized for  the  Congressional  districts.  This  number  will  perhai)s 
somewhat  exceed  that  indicated  by  the  disparity  between  the  number 
of  graduates  and  that  of  the  vacancies  occurring  in  the  Army  ;  but  il 
the  views  of  the  Commission  in  relation  to  a  higher  standard  ot  profi- 
ciency should  lie  carried  out,  the  number  of  graduates  will  be  thereby 
reduced,  and  the  possibility  of  obtaining  that  higher  proticieucy  be  pro- 


4  MILITARY    ACADEMY    AT    WEST    POINT. 

iiioU'd  by  till'  iiicicast' ill  tlic  ii  uiiil)i'r  of  those  aiiimally  ailinittt d  to  com 
l)Oto  tor  places  in  the  hi^-^lier  classes. 

It  is  proposed  to  .substitute  a  Coiuniissiou  lor  the  Ijoard  of  Visitors 
whi(!h  shall  each  year  exaiuine  into  the  condition  of  the  Academy  in 
all  its  departments;  the  Commission  to  consist  of  a  Senator  and  a 
member  of  the  House  of  Representatives,  of  two  officers  of  the  Army, 
distinguished  for  scientitic  and  practical  military  kno\vle«lfje,  and  two 
civilians,  eminent  for  attainment  in  mathematical  and  physical  science. 
The  authority  of  this  body  should  extend  to  the  revision  of  the  pro- 
grammes, methods  of  instruction,  and  text-books,  and  it  should  rei>ort 
upon  all  that  relates  to  the  instruction,  training,  discii)line,  and  ad- 
ministration of  the  Acadeniy.  It  is  believed  that  the  establishment 
of  such  a  Commission  would  tend  to  insure  great  eflficiency  on  the  i)art 
of  those  intrusted  with  the  conduct  of  the  Academy,  the  maintenance 
of  a  high  order  of  disc!i)line,  an  elevated  standard  of  scientific  and 
military  instruction,  and  thorough  proficiency  in  the  prescribed  course 
of  study. 

DISCIPLINE. 

The  record  of  the  Commission  shows  that  an  impression  prevails 
among  the  cadets  that  officers  occasioually  report  them  on  suspicion, 
with  a  view  to  ascertain  whether  they  are  guilty  ot  violating  a  regu- 
lation. 

Paragraphs  280  and  287,  which  seem  to  require  a  cadet  to  state  in  his 
excuse  whether  he  be  guilty  or  uot,  tend  to  countenance  that  supposi- 
tion. The  cadets  are  further  under  the  impression  that  when  they  deny 
the  correctness  of  a  report  their  word  is  not  always  taken,  and  the  report 
is  allowed  to  stand  against  them,  without  any  investigation,  and  in  der- 
ogation of  their  character  for  veracity. 

It  is  probable  that  both  these  impressions  are  erroneous,  and  grow 
out  of  ignorance  of  the  exact  facts  of  the  case  supposed  to  justify 
them.  Upon  an  examination  of  the  cases  brought  to  the  notice  of  the 
Commission,  in  connection  with  the  last  mentioned  and  graver  impres- 
sion, it  was  found  not  to  be  justified.  The  Commission  consider  it  im- 
portant to  remove  all  cause  for  the  future  existence  of  either  of  these 
imj)ressions.  They  have  therefore  proposed  a  modification  of  the  regu- 
lations, and  think  it  only  necessary  to  add  that,  it  being  a  ijoint  of 
honor  with  the  cadet  to  state  the  exact  truth  in  presenting  an  excuse, 
it  is  incumbent  upon  the  officer  never  to  give  a  report  unless  he  is  con- 
fident of  the  fact,  and  if  it  happens  that  a  cadet  denies  a  report  involving 
a  matter  of  fact  respecting  which  he  must,  better  than  all  others,  know 
the  truth,  a  question  of  veracity  is  raised,  which  the  good  of  the  serv- 
ice requires  should  be  settled.  The  Commission,  therefore,  recom- 
mend that  the  Commandant  of  Cadets  shall  be  required  to  report  such 
cases  to  the  Superintendent,  whose  duty  it  shall  be  to  ask  for  a  court 
to  investigate  the  matter. 

It  is  recommended  that  the  last  three  lines  of  paragraph  212,  and 
the  first  clause  of  the  last  sentence  of  paragraph  238,  Academic  Regu- 
lations, be  rescinded,  so  that  no  cadet  shall  be  required  to  sign  a  cer- 
tificate as  to  the  manner  in  which  he  has  performed  any  duty. 

It  is  recommended  that  paragraph  287  be  revoked,  and  that  para- 
graph 286  be  modified  so  as  to  read  as  follows : 

"A  cadet  shall  not  be  required  to  make  an  explanation  or  excuse 
for  any  delinquency  for  which  he  may  be  rej)orted  ;  but  if  he  desire  to 
do  so,  he  shall  offer  it  verbally  to  the  Commandant  of  Cadets  not  later 


MILITARY    ACADEMY    AT    WEST    POINT.  5 

tban  bis  first  orderly  hour  after  its  last  ]mblic;itioii.  If  satisfactory, 
the  coumiandaut  will  erase  the  report.  If  not  satisfactory,  the  cadet 
may,  on  that  or  on  the  following  day,  make  his  exi)lanatioii  in  writing, 
which,  with  the  remarks  of  the  reporting  oflicer,  if  still  unsatisfactory, 
the  commandant  shall  forward,  with  the  abstract  of  delinquencies,  to  the 
Superintendent  for  his  decision,  which  shall  be  final  in  the  case.  No 
excuse  will  be  received  after  the  time  thus  provided  for,  uuless  sickness, 
absence,  or  some  other  unavoidable  cause,  which  must  be  stated  in  the 
excuse,  shall  have  prevented  its  presentation  as  herein  required,  iu 
which  event  it  must  be  rendered  as  soon  as  the  cadet's  health,  ab- 
sence from  the  post,  or  other  unavoidable  cause,  shall  enalile  him  to 
do  so." 

It  is  the  opinion  of  the  Commission  that  it  is  the  duty  of  the  profes- 
sors, not  less  than  the  officers  of  the  Academy,  to  report  any  cadet  for 
conduct  coming  under  bis  notice,  prejudicial  to  good  morals  or  the 
discipline  of  the  Academy.  From  this  duty  the  ])rofessors  are  not  re- 
lieved by  the  omission  of  the  regulation  requiring  them  to  report  as 
officers  specially  charged  with  the  discipline  of  cadets.  A  professor 
would  gravely  err  who  would  permit  an}'  vicious  conduct  or  gross  mis- 
behaviour to  pass  unrebuked  or  unreported,  and  such  a  misapprehen- 
sion of  his  duties  would  greatly  tend  to  realize  the  fears  expressed  by 
the  Superintendent. 

The  Commission  are  happy  to  have  ascertained,  from  more  than  one 
of  the  professors,  that  the  latter  view  their  duties  in  the  same  light 
with  the  Commission. 

Eeporting  should  not  alone  be  relied  on  to  maintain  discipline;  nor 
should  it  be  regarded  as  a  method  of  instruction,  but  rather  as  the  con- 
sequence of  disobedience  or  wanton  neglect  of  duty. 

The  system  of  demerit  is  designed  to  insure  a  faithful  observance  of 
good  order  and  discipline  at  the  Academy,  and  it  is  recommended  that 
there  shall  be  no  restriction  which  would  confine  its  operation  to  cases 
specified  in  published  regulations,  as  this  tends  to  disregard  and  even 
disobedience  of  lawful  orders. 

It  is  an  anomaly  in  the  system  that  the  demerit  marks  for  a  delin- 
quency of  which  a  cadet  is  found  guilty  by  a  court-martial,  are  erased 
on  the  finding  of  the  court.  This  places  a  cadet  convicted  of  a  grave 
delinquency  ujion  a  better  footing  than  one  guilty  of  a  less  offense,  for 
which  he  is  not  brought  to  trial.  It  is  recommended  that  the  regula- 
tions be  so  altered  that  the  demerit  marks  shall  not  be  removed  upon  a 
judgment  of  guilty,  but  oidy  upon  an  acquittal.  Demerit  marks  are 
not,  in  any  sense,  a  punishment.  They  are  merely  a  register  of  conduct, 
by  which  the  character  of  cadets  and  their  relative  fitness  for  the  duties 
of  military  service  are  determined.  \. 

It  is  deemed  advisable  to  relieve  the  first  class  from  the  duties  of  the  !^^^^^^ 
non-commissioned  officer  and  private,  to  place  his  time  more  at  his  own  ^^ 
disposal,  to  accustom  him  gradually  to  the  greater  freedom  and  personal 
responsibility  which  he  will  attain  on  graduation  ;  to  give  him  a  position 
somewhat  intermediate  betweeu  the  cadet  and  the  officer;  but  the  de- 
tails of  this  plan  can  only  be  worked  out  by  those  in  charge  of  the 
Academy,  who  can  test  the  system  and  vary  the  regulations  so  as  to 
avoid  the  evils  of  too  great  freedom,  and  check  any  tendency  to  ill  effects 
that  the  privileges  of  the  first  class  might  have  on  the  discipline  of  the 
corps.  The  Commission  think,  likewise,  that  the  library  should  at  all 
times  be  open  to  the  cadets  of  the  first  class,  and  that  they  should  be 
as  much  as  possible  separated  from  the  junior  classes  iu  their  (piarter-;. 
There  is  now,  as  will  appear  from  the  record,  a  deficiency  iu  cpiartirs 


6  MILITARY    ACADEMY    AT    WEST    POINT. 

lor  the  junior  ollii!(U\s  and  cadets,  and  iii.iii  ikii)<?  provision  tor  this  d  *- 
iicieiicy,  quartering:  the  cadets  of  the  lirst  chvss  a'>art  from  tlie  others, 
and  in  a  separate  buihlin<j,  should  be  kept  in  view.  New  buihlinss  will 
bo  required  if  the  corps  of  cadets  is  increased.  The  comfort  and  health 
of  cadets  are  essential  to  the  efficient  prosecution  of  their  studies. 
Comfortable  rooms,  seasonable  clothing:,  and  gfood  food  ought  to  be  se- 
cured, and  in  ea(di  of  these  there  is  now  a  deficiency. 

The  system  of  heating:  the  barracks  by  furnaces  is  so  defective,  that 
durini;  very  cold  weather  some  rooms  are  so  cold  as  to  i)revent  the  cadet 
from  studying,  and  to  drive  him  either  to  bed  or  to  seek  refuge  in 
another  room,  where  he  incommodes  the  occupants  and  interferes  with 
their  studies  ;  while  at  the  same  time  other  rooms  are  heated  to  a  degree 
equally  inconsistent  with  conifort  and  health,  and  subjecting  the  occu- 
])ants  to  headaches  which  incapacitate  them  for  study.  Whether  the 
defe(;t  be  in  the  construction  of  the  building  or  of  the  furnaces,  the  Com- 
inision  do  not  undertake  to  determine.  They  think  it  of  the  utmost 
imjiortance  to  remedy  the  grievance,  and  they  recommend  that  the  fur- 
naces be  dispensed  with,  and  that  the  cadet's  room  be  heated  by  bitamiu- 
ous  coal  or  wood  burned  in  open  grates. 

l]]ie  time  allowed  for  sleep,  during  a  great  part  of  the  year,  does  not 
exceed  seven  hours.  During  a  portion  of  the  year  only,  are  eight  hours 
allowed.  The  Commission  are  of  the  opinion  that  seven  hours  of  sleep 
is  too  little  for  young  men  of  the  age  of  the  cadets,  who  are  subjected 
to  the  severe  mental  and  physical  exertion  required  of  them,  and  they 
recommend  that  the  regulations  be  so  changed  as  to  provide  that  not 
less  than  eight  hours  shall  at  any  time  intervene  between  tattoo  and 
reveille. 

'i  he  regulations  now  define  rigidly  the  times  of  transition  from  sum- 
mer to  winter  and  from  winter  to  summer  clothing,  and  take  no  notice 
of  variations  of  weather,  which,  if  not  provided  against  by  correspond- 
ing changes  in  clothing,  may  seriously  aftect  the  comfort  and  the  health 
of  the  cadets.  The  plainest  dictates  of  prudence  require  a  change  in 
this  respect,  and  the  superintendent  should  be  directed  to  vary  the 
clothing  of  the  cadets  as  a  prudent  person  would  vary  that  of  his  son, 
or  as  a  prudent  officer  would  those  of  his  command. 

The  Commission  inspected  the  mess-hall  or  commons  of  the  cadets  re- 
])eatedlj'  at  dinner-time,  and  without  giving  notice  of  their  coming. 
They  regret  to  say  that  they  found  it  in  a  state  far  from  satisfactory, 
an<l  the  complaint  of  the  cadets,  loud  and  concurrent,  were  quite  justi- 
fied by  the  food  upon  the  tables.  It  was  neither  nutritious  nor  whole- 
some, neither  sufficient  nor  nicely  dressed.  The  Commission  will  not 
as>ume  the  invidious  task  of  determining  where  ihe  responsibility  lies. 
The  evils  probably  flow  from  a  combination  of  causes  ;  a  spirit  of  econ- 
omy pressed  too  far  ;  a  system  of  accountability,  requiring  the  concur- 
rence of  too  many  persons  before  a  remedy  can  be  ajjplied  ;  and  the  at- 
taching of  too  little  importance  to  the  matter.  Possibly  all  of  these  con- 
curied  in  i)roducing  the  i)resent  results.  About  nine  dollars  a  month 
only  has  been  allowed  for  the  messing  of  the  cadets.  This  includes  ex- 
penses of  table  furniture,  servants,  cooks,  and  purveyor.  The  sum  is 
belie\ed  to  be  too  small,  yet  the  food  was  not  such  as  even  that  aniount 
ought  to  have  {)rovide(i.  The  (Commission  think  that  twelve  dollars  a 
month  is  not  an  unreasonable  allowance  for  these  expenses,  and  the  pay 
of  the  cadets  will  justify  the  increase  which  is  recommended.  The  chief 
evil  was  in  the  absence  of  some  responsible  i)erson,  charged  with  the 
duty  of  inspection,  and  having  i)ower  to  reu)edy  the  evils  adverted  to. 
The  Commission  propose  to  counteract  them  by  making  the  Command- 


MILITARY    ACADEMY    AT    WEST   POINT.  7 

ant  of  Cadets  inspector  ofconmious,  requiring  his  personal  attendance 
to  the  duty,  vestin<j  him  with  the  power  to  remedy  every  deficiency,  and 
placing;  under  his  supervision  and  control  everything  relating  to  pro- 
viding for  the  table  of  the  cadets,  as  well  as  the  amount  which  the  pur- 
veyor may  expend,  and  the  manner  in  which  he  shall  expend  it. 

These  matters  are  considered  so  important  to  the  interests  of  tlie  in- 
stitution that  they  have  been  incorporated  into  an  organic  act  for  the 
reorganization  of  tiie  Academy. 

CONDITION   OF  INSTRUCTION. 

The  Commission  were  much  impressed  by  the  evidence  of  a  want  of 
thoroughness  in  the  attainments  m  the  lower  sections  of  the  classes  ot 
many  wlio  aie  permitted  to  graduate.  It  is  not  to  be  expected  that  all 
intellects  can  acquire  in  the  same  tin^e  the  same  amount  of  knowledge;  /'  "« 
nor  is  it  wise  to  confine  the  instruction  of  brilliant  minds  to  the  limits 
which  more  moderate  ability  may  laboriously  attain.  But  if  the  youth 
of  genius  be  versed  more  profoundly  than  his  less  gifted  fellow  in  math-  /^ 
ematics  or  physics,  still  each  should  know  well  what  he  is  required  to 
know  in  order  to  graduate ;  and  no  diploma  should  be  awarded  to  any 
one  not  competent  to  discharge  all  the  duties  which  may  be  required  of 
him  in  any  branch  of  the  military  service.  Deficiency  seems  to  exist 
chietly  in  those  departments  of  physical  science  which  are  taught  in  the 
language  of  the  higher  mathematics.  The  cause  and  the  remedy  are 
equally  obscure.  Whether  it  be  that  the  cadet  does  not  thoroughly 
master  his  pure  mathematics,  or  that  he  forgets  it  after  he  has  learned 
it,  or  the  employment  of  methods  of  investigation  in  applied  mathe- 
matics, which,  while  beautifully  scientific,  may  be  too  abstruse  for  a 
course  of  instruction,  the  Commission  will  not  venture  to  determine. 
They  have  endeavored  to  ])rovide  a  remedy  which  shall  exclude  some  of 
the  causes  suggested  ;  and  they  trust,  should  that  remedy  fail,  that  the 
commission  of  supervision  will,  with  more  time  and  science  at  their  com- 
mand, ascertain  the  real  cause  and  apply  a  corrective. 

The  evil  has  been  ascribed  to  various  causes,  some  of  which  may  not 
have  been  without  their  influence,  and  remedies  are  proposed  in  view 
of  those  causes. 

It  IS  possible  that  thejow  standard  of  admission,  and  the  untrained 
state  of  the  cadet's  mind  when  entering  upon  his  studies,  are  serious 
obstacles  to  his  acquiring  the  course.  It  has  been  proposed  to  raise  the 
standard  of  admission,  and  to  require,  in  addition  to  reading,  writing, 
and  arithmetic,  a  knowledge  of  geography,  grammar,  and  algebra.  liut 
this  would  greatly  limit  the  field  of  selection  for  cadets,  and  exclude 
from  the  Academy  many  sons  of  worthy  but  poor  parents,  and  some 
brilliant  minds  would  be  lost  to  the  public  service. 

The  standard  has  remained  unchanged  ever  since  the  organization  of 
the  Academy  ;  the  results  show  it  to  be  consistent  with  the  highest  pro- 
ficiency; and  the  Commission  are  unwilling  to  do  anything  to  alter  the 
eminently-  jjopular,  rei)ublican,  and  equal  conditions  of  admission  which 
open  tlie  military  career  to  the  ambition  and  genius  of  all  the  sons  of 
the  Kepublic. 

It  has  been  further  suggested  that  candidates  should  be  selected  for 
the  Academy  by  a  competitive  examination,  leaving  the  standard  un-  ^^ 
changed,  but  awarding  the  cadetship  to  the  most  proficient,  according  ^  A* 
to  that  staiulard.     But  the  Commission  think  this  competition  must  al-        ** 
ways  result  in  the  success  of  the  best  instructcdy  wholly  irrespective  of 
the  capacity  of  the  competing  candidates.    The  youth  whose  parents 


8  MILITARY    ACADEMY    AT    WEST    POINT. 

conld  give  liim  tlu^  advantages  of  early  and  tliorongb  traininj?,  however 
inodovate  liis  abilities,  must  surpass  tlie  brijjLtest  youth  without  such 
opi)or(uiiiti«'s.  TIm'  jihiii  secures  tlic  services  of  (lull  mediocrity,  well 
instructed,  and  excludes  jjenius,  without  ojiportunities  oC  development. 
It  jiives  the  very  advantage  to  the  rich  over  the  poor,  which  the  genius 
of  our  institutions  prohibits. 

The  Commission  accepted  the  suggestion  of  a  distinguished  profes- 
sor of  the  Academy  as  the  one  most  likely  within  possible  conditions  to 
remedy  the  evils  of  imperfect  instruction.  The  principal  ditiiculty  is 
supposed  to  be  in  the  untrained  state  of  the  jjupil's  mind  on  entering; 
the  remedy  is  to  make  the  tirst  year  a  year  of  training,  and  to  test  his 
fitness  to  remain  within  that  year,  and  by  its  results.  A  complete 
knowledge  of  the  English  language,  in  which  most  cadets  are  very  de- 
ficient on  entering,  a  thorough  acquirement  of  mathematics  in  its  lower 
departmei^ts,  and  of  geography  during  that  year  will,  it  is  hoped,  bring 
the  mind  to  that  stale  of  training,  and  furnish  it  with  that  power  of  aj)- 
l)reciating  the  meaning  of  words,  and  of  exjiressing  itself  clearly,  which 
will  facilitate  the  acquisition  of  the  later  and  more  abstruse  parts  of  the 
course. 

It  is  possible  that  the  evil  had  been  increased  by  a  gradual  yielding 
to  a  kindly  feeling  on  the  part  of  the  examiners,  and  a  pardonable  re- 
luctance to  exclude  from  the  Academy  any  one  not  flagrantly  derelict, 
and  the  frequency  with  which,  lately,  cadets  found  deficient,  and  re- 
commended for  discharge  have  been  reinstated  in  the  Academy,  and 
even  iu  their  classes,  must  tend  to  countenance  and  encourage  a  laxity 
in  the  examination,  and  in  the  application  of  the  final  penalty,  greatly 
prejudicial  to  the  institution.  The  Commission  have  no  hesitation  iu 
declaring  that  every  cadet  who  cannot  stand  a  thorough  examination 
should  be  discharged,  and  they  have  endeavored  to  place  the  academic 
board  on  a  more  independent  footing,  so  as  to  throw  on  them  the  re- 
sponsibility for  the  attainments  of  every  graduate. 

The  Commission  have  further  endeavored  to  remedy  the  deficiency  in 
practical  knowledge,  and  the  power  of  applying  for  professional  pur- 
poses, the  scientific  knowledge  theoretically  imparted.  This  is  essential 
to  a  thorough  apprehension  of  the  course  by  the  student,  and  to  his 
retention  of  his  knowledge.  They  have,  therefore,  so  arranged  a  pro- 
gramme, appended  to  this  report,  and  marked  (I)  as  to  secure  to  the 
first  class  the  whole  of  the  encampment,  and  the  months  of  September 
and  October  for  instruction  in  the  field  in  practical  engineering,  geo- 
desy, topography,  and  reconnaissance,  and  they  have  proposed  an  addi- 
tional department  of  instruction  to  effectuate  this  plan.  It  is  incon- 
sistent with  its  success  for  any  furlough  to  be  granted  to  the  first  class 
during  the  encampment,  and  the  months  of  September  and  October. 

The  Professor  of  Natural  Philosophy  complained  of  a  deficiency  in  his 
apparatus,  and  similar  complaints  were  made  by  the  Professor  of  Chem- 
istry and  Geology  of  deficiencies,  not  merely  in  his  apparatus,  but  also 
in  the  cabinet  of  minerals,  without  which  thorough  instruction  in  geo- 
logy aiul  mineralogy,  and  in  certain  departments  of  engineering  is  im- 
possible. We  call  attention  to  their  detailed  recommendations,  and  ask 
that  their  requests  be  granted. 

It  seems  advisable  that  an  additional  building  be  erected  for  the  ac- 
commodation of  the  professois  of  those  departuients  in  which  may  be 
united  all  the  i)liilosopliical  apparatus,  and  the  laboratory  and  cabinet 
of  minerals  of  the  Academy,  so  that  they  may  be  more  convenient  of 
access;  and  their  great  value  renders  it  important  that  the  building 
should  be  fire  proof. 


MILITARY    ACADEMY    AT    WEST    POINT.  9 

There  is  a  great  defect  in  the  library  in  the  department  of  literary 
magazines  and  reviews.  Neither  the  Quarterly,  nor  Blackwood's,  nor 
the  Westminster,  nor  the  Eevne  des  Deux  Mondes  is  to  be  found  in 
the  library,  which,  however,  abounds  in  scientilic  i)eriodicals.  The 
youthful  student  needs  relaxation  after  severe  study,  yet  he  is  now 
wholly  debarred  the  use  of  books  from  the  library,  in  his  own  room,  ex- 
cept on  Sunday,  and  has  access  to  them  in  the  library  only  on  Saturday 
during  the  limited  period  of  recreation.  There  is  also  a  deficiency  in 
duplicate  copies  in  important  and  useful  historical  works,  greatly  limit- 
ing the  number  who  can  use  them. 

It  is  recommended  that  the  regulations  be  varied  by  the  Superintend- 
ent, who  is  charged  with  the  internal  police  of  the  Academy,  so  as  to 
allow  the  cadets  the  use,  under  reasonable  restrictions  as  to  number 
and  time,  of  books  from  the  library  in  their  rooms. 

In  connection  with  the  subject  of  admission  to  the  Academy,  the  Com- 
mission recommend  that  the  following  be  substituted  for  paragraph  15, 
Regulations  for  the  United  States  Military  Academy  : 

"  Each  candidate,  before  he  is  admitted  into  the  Military  Academy  as 
a  cadet,  must  be  able  to  read  the  English  language  in  a  clear  and  dis- 
tinct tone  of  voice,  with  particular  attention  to  i)ronunciation,  empha- 
sis and  pauses ;  to  write  in  a  fair  and  legible  hand,  in  proper  form  and 
without  mistakes  in  spelling,  such  sentences  of  prose  or  poetry  as  may 
be  read  to  him  by  one  of  the  examiners;  to  give  clearly  the  rules  for 
the  various  operations  of  arithmetic,  above  specified,  particularly  for 
vulgar  and  decimal  fractions  and  proportion,  with  the  reasons  therefor, 
and  to  solve  and  explain  fully,  and  without  hesitation,  any  examples 
which  may  be  proposed  to  illustrate  those  rules." 

TERM  OF  THE  ACADEMIC   COURSE. 

The  Commission  came  to  the  examination  of  the  question  of  the  term 
of  the  academic  course  with  a  predisposition  on  the  part  of  a  majority 
of  its  members  in  favor  of  a  reduction  of  the  time  from  five  to  four 
years  ;  but,  after  a  careful  investigation,  unanimously  reached  the  con- 
clusion that  no  reduction  of  the  time  could  be  made  without  injury  to 
the  best  interests  of  the  military  service.  For  the  reasons  set  forth  in 
connection  with  the  subject  of  the  qualifications  to  be  required  for  ad- 
mission to  the  Academy,  the  proposition  to  raise  the  standard  of  acquire- 
ment preparatory  to  entrance  into  the  Academy  was  rejected,  so  that  it 
was  reduced  to  a  determination  of  the  time  required  to  learn  the  pre- 
scribed course  by  one  who  began  with  the  little  knowledge  which  can- 
didates for  admission  have  heretofore  been  required  to  possess.  It  was 
found,  thus  regarded,  that  severe  labor  would  alone  enable  ordinary 
minds  to  master  the  course  in  the  period  of  five  years.  Either  dullness 
or  indolence  must  entail  deficiency.  A  close  inquiry  led  to  the  conclu- 
sion that  little  now  taught  could  be  properly  omitted,  and  that  the  time 
which  could  be  gained  by  such  omission  was  not  sufficient  to  give  that 
thorough  and  practical  instruction  which  was  believed  to  be  desirable 
in  other  branches. 

Each  of  the  professors  of  the  different  departments  showed  that  ad- 
ditions to  his  course  were  needed,  for  which  the  time  allowed  had  not 
sufficed. 

It  then  but  remained  to  decide  whether  the  amount  of  acquirement 
now"  demanded  of  the  graduate  should  be  diminished,  with  a  view  to  a 
reduction  of  the  time  to  be  spent  at  the  Academy. 

The  policy  of  our  government  hjis  ever  been  to  rely  for  national  dr- 


10  MILITARY    ACADEMY    AT    WEST    POINT. 

fons«'  oil  the  niilitiii  of  the  States,  and  hence  it  has  resulted  that  officers 
of  the  Army  have  not  been  merely  trained  f<rr  the  duties  of  a  special 
arm,  but  endowed  with  elementary  and  practical  knowledge  ot  the 
scieiu'e  of  war  and  service  of  the  three  arms,  so  as  to  be  fit  for  all  the 
duties  of  the  statf  and  for  the  command  of  troops  in  all  the  combina- 
tions an<l  contingencies  which  belong  to  the  vicissitudes  of  war.  To 
etVe<;t  this,  if  ex|)erience  had  been  wanting,  it  would  have  required  but 
little  argument  to  show  that  an  elementary  education  in  all  which  per- 
tans  to  the  profession  of  arms  was  indisi)ensable.  The  testimony, 
however,  of  the  wars  in  which  the  Utnted  States  have  been  engaged  is 
so  conclusive  of  the  question,  that  the  publicjudgment  may  be  regarded 
as  finally  rendered  in  favor  of  a  school  for  the  elementary  instruction 
of  cadets ;  that  is,  the  lowest  grade  of  the  officers  of  the  Army.  The 
small  size  of  our  Army  and  the  urgent  demands  of  frontier  service  per- 
mit only  such  schools  of  practice  as  may  be  instituted  in  garrisons  dur- 
ing intervals  when  the  troops  are  not  required  in  the  field  ;  therefore 
practical  instruction  at  the  Academy  has  an  importance  which  other- 
wise it  would  not  possess.  The  Commission  were  gratified  to  fiuil  the 
l)ractical  military  instruction  extensive  and  a  standard  of  jiroficiency 
reached,  in  all  which  relates  to  the  use  of  the  three  arms,  which  would 
enable  the  graduates  to  perform  the  duties  of  either,  if  the  necessities 
of  service  should  require  the  temporary  transfer  of  an  officer  from  one 
arm  to  another. 

But  little  practical  instruction  in  the  duties  of  the  engineer  and  the 
stafi"  officer  is  given.  The  Commission  have  made  some  time  available 
for  practical  instruction  in  these  imi)ortant  duties.  The  expediency  of 
teaching  the  French  and  Spanish  languages  at  the  Academy  will  not 
be  questioned,  and  the  time  allotted  to  them  is  already  compressed  to 
the  smallest  limits  to  be  useful.  The  former  continues  to  be  the  lan- 
guage most  essential  to  the  student  of  the  science  of  war,  and  the 
reasons  which  from  the  early  organization  of  the  Academy  caused  it 
to  be  a  part  of  the  course  taught  to  the  cadets  remain  in  full  force. 
The  latter,  from  our  geographical  and  political  relations  to  the  Hispano- 
Ameiican  States,  has  acc^uired  such  importance  that  it  must  now  be 
regarded  as  necessary  to  the  officers  of  the  Army  under  many  circum- 
stances and  positions  sni)posable  and  even  probable  in  the  contingencies 
of  service. 

No  material  reduction  of  subject  or  time  can  be  made  in  the  mathe- 
matical and  scientific  studies  and  their  application  to  the  art  of  war,  if 
we  are  to  keep  i)ace  with  the  advance  of  science;  and  the  Commission 
cannot  recommend  a  reduction  of  the  standard  of  military  education  at 
the  moment  when  niany  of  the  great  States  of  Euroi^e,  profiting  by  ex- 
perience, are  endeavoring  to  raise  it. 

REORGANIZATION. 

The  views  of  the  Commission  relative  to  the  Military  Academy  are 
embodied  in  the  following  bill  for  its  reorganization,  which  they  here- 
with submit : 

Be  it  enacted  by  the  Senate  and  Home  of  Representatives  of  the  United 
States  of  America  in  Congress  aesembled,  That  the  United  States  Military 
Academy  at  West  Point  shall  consist  of — 

One  Superintendent ; 

One  Commandant  of  Cadets  ajid  Instructor  of  Tactics,  with  two  As- 
sistant Instructors  of  Cavalry  Tactics;  two  Assistant  Instructors  of 
Artillery  Tactics  ;  two  Assistant  Instructors  of  Infantry  Tactics  ; 


MILITARY   ACADEMY    AT    WEST    POINT.  11 

One  Professor  of  Military  and  Civil  Engineering  and  Science  of  War, 
\vith  two  Assistant  Professors  ; 

One  Professor  of  Natural  and  Experimental  Phylosophy,  with  two 
Assistant  Professors ; 

One  Professor  of  Chemistry,  Mineralogy,  and  Geology,  with  one 
Assistant  Professor; 

One  Professor  of  Mathematics,  with  five  Assistant  Professors; 

One  Chaplain  and  Professor  of  Etliics,  English  letters,  Geography, 
History,  and  Law,  with  five  Assistant  Professors ; 

One  Professor  of  Drawing,  with  two  Assistant  Professors ; 

One  Professor  of  French,  with  two  Assistant  Professors  ; 

One  Professor  of  Spanish,  with  two  Assistant  Professors; 

One  Instructor  of  Practical  Geodesy,  Astronomy,  Topography,  and 
Keconnoissance,  with  one  Assistant  Instructor  ; 

One  Instructor  of  Ordnance  and  Gunnery; 

One  Instructor  of  Practical  Engineering; 

One  Instructor  in  the  use  of  Small-arms,  Gymnastics,  &c.,  with  one 
Assistant; 

One  Surgeon  ; 

One  Assistant  Surgeon ; 

One  Adjutant ; 

One  Quartermaster  and  Commissary; 

One  Treasurer ; 

One  Inspector  of  the  Academy  ; 

The  Corps  of  Cadets  ;  and 

The  Commission  of  Supervision,  to  be  styled  the  United  States  Mil- 
itary Academy  Commission. 

The  Superintendent  shall  be  an  otlicer  of  the  Army,  a  graduate  of 
the  United  States  Military  Academy,  and  distinguished  for  his  scieutitic 
attainments.  He  shall  have  the  local  rank,  i)ay,  and  allowances  of  a 
colonel  of  engineers,  and  be  appointed  by  the  President,  by  and  with 
the  advice  and  consent  of  the  Senate. 

The  (Commandant  of  Cadets  and  Instructor  of  Tactics  shall  be  an 
officer  of  the  Army,  a  graduate  of  the  United  States  Military  Academy, 
and  distinguished  by  service  in  the  held  with  troops;  and  shall  have 
the  local  rank,  pay,  and  allowances  of  a  lieutenant  colonel  of  engineers, 
and  be  appointed  by  the  President,  by  and  with  the  advice  and  consent 
of  the  Senate. 

The  ProfCv'.sors  shall  be  appointed  by  the  President,  by  and  with  the 
advice  and  consent  of  the  Senate;  they  shall  hold  their  offices  subject 
to  removal  by  the  President  of  the  United  States  upon  the  recommen- 
dation of  the  United  States  Military  Academy  Commission;  they  shall 
have  the  local  rank  and  allowance  of  fuel  and  quarters  of  majors  of  the 
Army,  but  shall  exercise  no  command  except  in  their  departments  and 
in  the  Academic  Board ;  they  shall  receive  an  annual  salary  of  $2,200, 
with  service  rations ;  and  any  professor  who  shall  have  served  in  that 
capacity  for  twenty-five  years  may  retire  from  the  Academy,  or  may  be 
retired  by  the  President  at  his  discretion,  and  in  either  case  be  shall 
receive  thereafter  the  pay  to  which  he  was  entitled  at  the  date  of  his 
retirement ;  t\wy  shall  be  subject  to  the  rules  and  articles  of  war,  and 
to  the  regulations  of  the  United  States  Military  Academy. 

The  Instructor  of  Practical  Geodesy,  ^Vstronomy,  Topography,  and 
Keconnoissance,  the  Instructor  of  Practical  Engineering,  and  the  In- 
structor of  Ordnance  and  Gunnery,  shall  be  captains  or  lieutenants  of 
the  Army,  and  shall  receive  the  [)ay  and  allowances  of  cai)tains  of 
engineers,  and,  in  addition  thereto,  twenty-five  dollars  a  month,  and  no 
other  pay  or  allowance  whatsoever. 


12  MILITARY    ACADEMY    AT    WEST    POINT. 

The  Assistant  Instructor  of  Cavalry,  Artillery,  and  Infantry  Tactics, 
shall  ho  liiMitcni'.nts  of  the  tnountctl  corps,  aitillery,  and  infaiitiy  arms, 
resi)ectiv('Iy  ;  one  of  the  Assistant  Professors  of  IOtlii(!s,  English  Let- 
ters, (ieojxraphy.  History,  and  Law,  shall  he  appointed  fVoin  civil  life  by 
the  President,  the  other  Assistant  Professors  and  Assistant  Instruct- 
ors, the  Instructor  in  the  use  of  Sniall-arnis,  (lynmastics,  &c.,  the  Ad- 
jutant, the  (Quartermaster  and  Commissari,  and  the  Treasurer,  shall  be 
lieutenants  of  the  Army,  and  all  shall  have  the  pay  and  allowances  of 
caj)tains  and  en{;ineers. 

The  Assistant  Professors  and  the  Assistant  Instructors  shall  be  as- 
signed to  sections  at  the  discretion  of  the  Professor  or  Instructor  at  the 
head  of  their  respective  de[)artmeuts ;  and  when  any  Assistant  Pro- 
fessor or  Assistant  Instructor  shall  be  relieved  from  duty  at  the  Acade- 
my, the  Professor  or  Instructor  shall  transmit,  through  the  Sui)erin- 
teudent,  his  recommendations  for  a  successor,  and  the  ap])ointment 
shall  be  made  in  conformity  to  such  recommendation,  so  far  as  the  in- 
terests of  the  public  service  will  allow. 

The  Surgeon  and  Assistant  Surgeon  shall  be  taken  from  the  medical 
staff  of  the  Army. 

The  assistant  to  the  instructor  in  the  use  of  small-arms  shall  be  ap- 
pointed by  the  President,  and  shall  receive  an  annual  compensation  of 
twelve  hundred  dollars. 

The  commander  of  the  United  States  Corps  of  Engineers  shall  be  the 
inspector  of  the  Academj'.  The  orders  of  the  Secretary  of  War  relative 
to  the  Academy  shall  be  communicated  through  him,  and  to  him  the 
Superintendent  shall  make  all  reports,  returns,  estimates,  and  commu- 
nications concerning  the  institution.  He  shall,  at  least  twice  in  each 
year,  make  a  rigid  inspection  of  the  Military  Academy  and  post  of  West 
Point. 

The  corps  of  cadets  shall  consist  of  one  cadet  from  each  Congressional 
district,  one  from  each  Territory,  one  from  the  District  of  Columbia, 
who  shall  be  actual  residents  of  the  district  or  Territory  whence  ai)- 
pointed ;  and  in  addition  thereto  there  shall,  each  year,  be  ten  cadets, 
and  no  more,  appointed  at  large.  The  cadets  shall  be  subject  to  the 
rules  and  articles  of  war,  and  to  the  established  regulations  of  the 
Academy.  They  shall  be  arranged  by  the  Superintendent  into  com- 
panies of  officers,  non-commissioned  officers,  and  privates,  for  the 
purpose  of  military"  instruction,  which  shall  be  given  throughout  their 
whole  term  of  service ;  and  the  said  corps  shall  be  trained  and  taught 
in  all  the  duties  of  a  private,  noncommissioned  officer,  and  officer.  The 
performance  by  the  cadet  of  the  duties  of  non  commissioned  officer  and 
private  shall  cease  when  he  enters  the  first  class  (fifth  year) ;  and  in- 
struction in  the  performance  of  all  the  duties  of  the  commissioned  offi- 
cer, so  far  as  i)racticable,  shall  be  given  to  all  members  of  the  first 
class.  The  said  corps  shall  be  encamped  not  less  than  two  nor  more 
than  three  n)onths  in  each  year,  and  be  taught  all  of  the  duties  incident 
to  a  camp.  Each  cadet  shall  be,  when  admitted  to  the  Academy,  not 
under  the  age  of  sixteen,  nor  over  the  age  of  twenty  years;  shall  be 
well  versed  in  reading,  writing,  and  arithmetic,  and  physically  compe- 
tent, in  the  opinion  of  a  board  of  three  medical  officers,  to  serve  his 
country  in  the  position  of  an  officer  of  the  Army. 

Every  cadet  who  shall,  after  going  through  all  of  the  classes,  receive 
a  diploma  from  the  Academic  Board,  shall  be  considered  as  a  preferred 
candidate  for  a  commission  in  the  Army ;  and  if  there  be  no  vacancy 
in  the  corps  or  arm  to  which  he  may  be  assigned  by  the  President,  he 
may  be  attached  to  it  for  promotion,  in  the  order  of  his  class  standing 


MILITARY    ACx\DEMY    AT    WEST    POINT  13 

at  graduation,  by  brevet  of  the  lowest  grade  as  a  supernumerary  officer, 
M'itb  the  pay  and  emoluments  of  that  grade  until  a  vacancy  shall  occur 
therein;  but  there  shall  not  be  more  than  one  supernumerary  officer 
to  any  one  company  at  the  same  time,  and  every  cadet  who  shall  be 
assigned  either  to  the  Corps  of  Engineers,  the  Corps  of  Topographical 
Engineers,  or  to  the  Ordnance,  shall  serve  at  least  one  year  with  a  com- 
pany of  either  cavalry,  artillery,  or  infantry  before  joining  his  corps. 

The  cadet,  when  admitted  to  the  Academy,  shall  engage  to  serve  the 
United  States  for  eight  years,  unless  sooner  discharged. 

Tlie  United  States  Military  Academy  Commission  shall  consist  of  one 
United  States  Senator,  one  member  of  the  United  States  House  of  Rep- 
resentatives, the  Inspector  of  the  Academy,  two  officers  of  the  Army, 
one  distinguished  for  scientific  and  the  other  fur  practical  military 
knowledge,  and  two  citizens  of  the  United  States,  one  of  whom  shall  be 
eminent  in  mathematical  and  the  other  in  physical  science.  The  Sena- 
tor shall  be  appointed  by  the  President  ot  the  Senate,  the  member  by 
the  Speaker  of  the  House  of  Rep.  esentatives.  The  Inspector  shall  be 
ex-officio,  and  the  officers  of  the  Army  and  the  two  citizens  shall  be  se- 
lected by  the  President  of  the  United  States. 

The  Senator  and  Representative  shall  be  appointed  immediately 
after  the  passage  of  this  act,  and  thereafter  at  the  beginning  of  the  first 
session  of  each  Congress,  and  shall  retain  their  positions  until  the 
meeting  of  the  next  Congress.  The  two  officers  of  the  Army  shall 
serve  for  a  term  of  six  years,  except  that  one  of  the  two  first  designated 
shall  be  relieved  at  the  expiration  of  three  years.  The  two  citizens 
shall  serve  for  a  term  of  five  years,  except  that  one  of  the  two  first  ap- 
pointed shall  serve  for  a  term  of  seven  years. 

Each  member  of  the  Commission  shall  be  allowed  ten  cents  a  mile,  in 
lieu  of  his  traveling  expenses,  to  and  fro,  between  his  residence  or 
station  and  the  Military  Academy,  and  to  an  annual  compensation  of 
five  hundred  dollars,  which,  in  the  cases  of  the  members  of  Congress 
and  officers  of  the  Army,  shall  be  in  addition  to  their  ordinary  compen- 
sation. 

It  shall  be  the  duty  of  the  Commission  to  attend  the  annual  exami- 
nations at  the  Academy  in  June ;  to  make  a  thorough  inspection  of  the 
Academy;  to  examine  into  the  system  of  discipline,  the  police,  the 
administrative  and  fiscal  affairs  of  the  institution;  into  the  character 
and  thoroughness  of  the  instruction  ;  the  competency,  efficiency,  and 
conduct  of  the  Superintendent,  commandant,  professors,  and  instruct- 
ors, and  all  other  officers  of  the  Academy,  and  report  their  opinion 
thereupon  to  the  President,  in  time  to  be  laid  before  Congress  at  the 
next  session;  and  in  the  event  of  the  commissioners  finding  that  any 
officer,  professor,  or  instructor  is  incompetent  to  the  efficient  discharge 
of  all  his  duties,  or  is  negligent  therein,  or  conducts  himself  in  a  man- 
ner prejudicial  to  the  morals  or  discipline  of  the  Academy,  the  Cora- 
mission  shall  report  the  name  of  such  officer,  professor,  or  instruct- 
or to  the  President,  with  a  recommendation  for  his  removal  from  the 
Academy. 

It  shall  be  the  further  duty  of  the  Commission  to  revise,  from  time  to 
time,  the  programme  of  studies  and  methods  of  instruction,  and  the 
text  books,  maps,  models,  apparatus,  &C.,  used  in  all  departments  of 
the  Academy;  to  see  that  the  instruction  in  the  cavalry,  artillery,  and 
infantry  arms  is  strictly  according  to  the  tactics  adopted  for  the  Army 
of  the  United  States,  and  to  report  such  changes  as  they  may  deem 
necessary,  which,  when  approved'  by  the  Secretary  of  War,  shall  be  con- 
formed to  by  the  professors  and  instructors  at  the  Academy ;  and  no 


14  MILITARY    ACADEMY    AT    WEST   POINT. 

change,  in  either  the  programme  of  studies,  methods  of  instruction,  or 
text  boolvs.  maps,  models,  ai)|)aratns,  cSic,  sliall  be  made  by  any  person 
excepting  upon  the  recommendation  of  the  Commission  and  tlie  order 
of  the  Secretary  ot  War;  and,  upon  their  recommenihition,  the  Secre- 
tary of  War  may,  at  his  discrection,  transfer  any  assistant  professor- 
ship from  one  department  to  anotlier,  according  to  the  wants  of  the  in- 
stitution. 

Ti)e  ollicers  of  the  United  States  iMilitary  Academy,  as  such,  siiall 
take  rank  in  the  foHowing order,  viz:  first,  the  Supeiintendent ;  second, 
the  commanihuit  of  the  corps  of  cadets;  third,  the  professors,  accord- 
ing to  tiie  dates  of  their  commissions;  fourth,  all  other  officers  on  duty 
at  the  Academy  in  the  order  of  their  rank  in  the  Army. 

The  Superintendent  of  the  Academy,  or  in  his  absence,  the  officer 
next  in  rank  on  duty  at  the  Academy,  shall  have  the  immediate  gov- 
ernment of  the  institution,  and  be  the  commanding  officer  of  the  post; 
and  all  the  officers,  professors,  instructors,  and  cadets,  shall  be  under 
his  comtuand.  He  will  see  that  all  laws,  regulations,. and  orders  re- 
lating to  the  Academy  are  faithfully  executed,  and  his  authority  will 
extend  to  all  parts  of  the  service  and  instruction;  he  will  see  that  the 
instruction  conforms,  iu  all  respects,  to  the  programme  and  methods 
prescribed  by  law  or  regulation  ;  he  will  preside  at  the  sessions  of  the 
Academic  Board  ;  he  shall  report  to  the  United  States  Military  Academy 
Commission,  at  their  annual  session,  any  defects  in  the  programme, 
text  books,  or  methods  of  instruction,  and  any  incapacity,  negligence, 
or  misconduct,  of  the  officers,  professors,  or  instructors. 

The  commandant  of  the  cadets  shall  bo  charged  with  the  command 
of  the  corps  of  cadets,  and  with  their  instruction  in  all  the  rules  of 
military  police,  discipline,  and  administration;  shall  be  instructor  in 
the  tactics  of  the  three  arms,  and,  in  the  absence  of  the  Superintendent, 
shall  exercise  his  functions. 

The  commandant  of  the  corps,  or,  iu  his  absence,  the  otficer  highest 
iu  rank  in  the  tactical  department,  shall  be  the  inspector  of  the  com- 
mons, and  shall  personally  inspect  the  same  at  dinner  time  daily,  and 
at  least  once  a  week  at  other  meals;  shall  see  that  the  cadets  have 
sufficient  and  wholesome  food  and  proper  attendance,  and  shall  remedy 
all  deficiencies,  either  in  the  quantity  or  quality  of  the  fare;  and  any 
provisions  condemned  by  the  inspector  of  commons  shall  be  charged 
to  the  purveyor. 

The  coujmandant  of  cadets  shall  supervise  the  purveyor  iu  the  dis- 
charge of  his  duties,  and,  subject  to  the  regulations  prescribed  by  the 
President,  direct  the  amount  to  be  expended  by  the  purveyor,  in  pro- 
viding for  the  commons. 

A  board,  composed  of  the  commandant,  the  treasurer,  and  the  quar- 
termaster and  commissary  of  the  Academy,  shall  audit  the  accounts  of 
expenditure  for  subsistence  of  cadets,  and  assess  the  monthly  rates  to 
be  paid  by  each  cadet. 

The  (quartermaster  and  commissary  of  the  Academy  shall  disburse 
and  account  for  all  moneys  and  property  appropriated  for  and  belong- 
ing to  the  Military  Academy ;  and  the  same  person  shall  be  quarter- 
master and  commissary  of  the  post  of  West  Point. 

The  President  of  the  United  States  may  make  regulations  for  the 
government  of  the  Academy,  not  inconsistent  with  the  Constitution  and 
laws  of  the  United  States,  and  the  Superintendent  may  prescribe  regu- 
lations for  the  internal  police  and  discipline  of  the  Academy,  in  con- 
formity to  the  regulations  of  the  President,  and  orders  of  the  Secretary 
of  War. 


MILITARY    ACADEMY    AT    WEST    POINT.  15 

There  shall  be  an  Academic  Board,  to  consist  of  the  Superintendent, 
the  commandant  of  cadets,  and  the  professors  ;  and  when  any  class  or 
section  shall  be  nnder  examination,  the  immediate  instructor  of  such 
class  or  section  shall  be  a  member  of  the  board. 

The  duties  of  the  Academic  Board  shall  be  confined  to  the  examina- 
tion of  the  cadets,  deciding-  upon  their  merits,  granting  diplomas,  and 
reporting  upon  the  special  qualifications  of  graduates;  recommending 
for  purchase,  books,  maps,  models,  apparatus,  «&;c.,  required  for  instruc- 
tion of  cadets ;  and  each  professor  will  report,  through  the  Superin- 
tendent, to  tlie  United  States  Military  Academy  Commission,  at  their 
annual  session,  any  modifications  in  the  programme  of  studies,  or  in 
the  text  books,  or  in  the  methods  of  instruction  that  may  seem  to  him 
desirable  ;  but  no  changes  will  be  made  therein  except  upon  the  recom- 
mendation of  the  Commission  and  the  approval  of  the  Secretary  of 
War. 

An  annual  examination  of  the  classes,  preparatory  to  their  advance- 
ment, shall  commence  on  the  first  day  of  June  (except  when  that  day 
comes  on  Sunday  or  Monday,  when  it  shall  be  on  the  first  Tuesday), 
at  which  time  the  cadets  shall  be  examined  by  the  Academic  Board,  or 
its  committees,  in  all  the  branches  of  study  and  instruction  through 
which  they  have  passed  in  the  previous  year,  in  presence  of  the  United 
States  Military  Academy  Commission,  and  such  other  literary  and 
scientific  gentlemen,  as  may  be  invited  to  attend. 

A  semi-annual  examination  shall  be  held  "by  the  Academic  Board, 
commencing  on  the  second  day  of  January;  on  the  third,  when  the 
second  falls  on  Sunday. 

At  the  annual  examination  in  June,  the  Academic  Board  shall  exam- 
ine, arrange  in  order  of  merit,  and  determine  the  proficiency  of  the 
cadets  of  the  first  class,  in  the  studies  prescribed  for  that  class. 

For  the  purpose  of  examining  the  other  classes  in  the  studies  respect- 
ively pursued  by  them,  the  Superintendent  shall  divide  the  Academic 
Board  into  two  or  more  committees,  as  nearly  equal  in  number  as 
may  be;  each  committee  to  examine,  arrange  in  order  of  merit,  and  de- 
termine the  i)roficiency  of  the  cadets  in  such  branches  of  study  as  the 
law  or  regulations  shall  direct. 

At  the  semi-annual  examination  in  January,  the  Academic  Board 
shall  examine,  arrange  in  order  of  merit,  and  determine  the  proficiency 
of  the  cadets  of  the  fifth  class,  in  the  studies  prescribed  for  that  class, 
and  the  examinations,  arrangements,  and  determinations  of  proficiency 
of  the  other  classes  shall  be  made  by  the  committees,  as  provided  for 
the  June  examination. 

The  Superintendent  may,  at  his  discretion,  be  a  member  of  any  com- 
mittee, and  preside  therein  ;  in  other  cases,  the  senior  member  of  the 
Academic  Board  present  shall  preside. 

Each  member  of  the  examining  committee  shall  keep  careful  notes  of 
the  examination,  and  be  prepared  to  give  full  and  ample  information  to 
the  entire  board,  when  necessary,  of  the  performance  of  every  one  ex- 
amined ;  and,  to  increase  the  accuracjy  of  classification,  and  the  ascer- 
tainment of  cases  of  deficiency,  every  instructor,  charged  with  the  in- 
struction of  a  section,  shall  carefully  prepare  and  submit  to  the  examin- 
ing committee,  just  before  the  examination,  a  list  of  each  section, 
arranged  in  the  order  of  merit,  as  suggested  by  the  marks,  during  the 
term,  and  the  imi)ression  which  the  daily  recitations  ma>  have  left  upon 
his  mind,  noting  every  case  of  doubtful  ])roficiency  by  a  note  of  inter- 
rogation oi)posite  to  the  name  of  the  doubtful  individual.  The  commit- 
tee shall  report  all  cases  of  doubtful  pioficieucy  to  the  entire  boartl,  with 


16  MILITARY    ACADEMY    AT    WEST    POINT. 

all  tlio  facts  of  each  i)aiticiilar  case,  to  the  end  that  all  doubt  may  be 
settled  by  a  vote  of  the  whole  board,  taken  by  ayes  and  noes. 

The  assistant  professor  or  instructor  of  the  tirst  section  in  the  branch 
of  study  under  examination,  shall  be  a  member  of  the  Academic  Board 
or  of  the  committee,  for  all  of  the  purposes  above  mentioned  ;  and  the 
instiuc'tor  of  tlie  section  under  examination,  shall  be  a  member  of  the 
Academic  IJoai'd,  or  of  the  committee,  as  the  case  may  be,  for  the  pur- 
pose of  exaiiiinin<i;  and  arran<j^in;j;  said  section  in  order  of  merit. 

Notes  of  the  i)rocet*diiij;s  and  the  rolls  determined  by  each  committee 
shall  be  kei)t  by  an  olhcer  detailed  for  that  purpose,  and  shall  be  deliv- 
(•red  by  hitn  to  the  secret aiy  of  the  Academic  Board  for  preservation 
among  the  records  of  the  board. 

The  cases  of  <leficiency  reported  by  the  committees  shall  be  re-exam- 
ined by  the  whole  board  for  tinal  determination  in  each  case. 

At  each  examination  the  Academic  Board  shall  report  to  the  Secre- 
tary of  War  all  cadets  who  are  deticient  in  conduct  or  studies,  and 
every  cadet  found  deficient  shall  be  discharged  from  the  Academy,  and 
shall  not  be  returned  thereto  unless  the  Academic  Board  report  that  his 
deficiency  was  occasioned  by  sickness,  or  other  unavoidable  interrup- 
tion to  his  course  of  studies,  and  therefore  recommend  him  to  be  sus- 
jiended  or  turned  back  ;  and  the  Superintendent  may  at  any  time  bring 
any  cadet  before  the  Academic  Board  to  be  examined  and  reported  in 
like  manner  if  found  hopelessly  deficient  in  studies  or  in  conduct. 

The  Superintendent  shall,  in  the  month  of  November  of  each  year, 
rei)ort  to  the  War  Department,  for  i)ublication  in  the  Army  Register 
the  names  of  the  most  distinguished  cadets,  not  exceeding  five  in  each 
class,  as  determined  at  the  examination  in  the  preceding  June,  and 
shall  specify  the  studies  in  which  they  particularly  excelled. 

Each  cadet  of  the  first  class  who,  at  the  annual  examination,  is  found 
])roficient  in  the  prescribed  academic  course  shall  receive  a  diploma 
signed  by  the  Superintendent  and  members  of  the  Academic  Board, 
certifying  his  proficiency  in  all  of  the  prescribed  course,  and  recom- 
mending him  for  ])romotiou  in  the  Army  of  the  United  States. 

The  Academic  Board  shall  lay  before  the  inspector  the  names  of  the 
graduates,  and  a  statement  of  the  corps  or  arm  of  service  for  which 
each  graduate  is,  by  capacity  and  attainment,  best  fitted ;  which  state- 
ment the  inspector  shall  lay  before  the  Secretary  of  War,  with  his  ob- 
servations thereon  ;  and  the  graduates  shall  have  the  privilege,  accord- 
ing to  the  order  of  their  general  merit,  and  subject  to  the  discretion  of 
the  President  of  the  United  States,  of  selecting  the  corps  or  arm  of  ser- 
vice into  which  they  may  be  promoted. 

If  the  Academic  Board  doubt  the  physical  ability  of  a  graduate  for 
military  service,  his  case  shall  be  referred  to  a  board  composed  of  the 
Superintendent,  the  Commandant  of  Cadets,  and  three  officers  of  the 
Medical  Staff,  whose  finding  shall  be  laid  before  the  President  of  the 
United  States. 

In  the  promotion  of  cadets  to  vacancies  occurring  in  the  corps  or  arm 
to  which  they  may  be  attached,  the  succession  of  each  shall  correspond 
with  his  standing  on  the  roll  of  general  merit  as  established  by  the  Ac- 
ademic Board. 

No  cadet  resigning  his  warrant,  or  otherwise  separated  from  the 
Academy  before  the  completion  of  his  studies,  shall  receive  an  appoint- 
ment in  the  Army  until  one  year  after  the  promotion  of  the  graduates 
of  the  class  to  which  he  belonged. 

No  cadet  having  been  dismissed  under  sentence  of  a  general  court- 
martial  shall  afterwards  be  restored  to  the  United  States  Military 
Academy. 


MILITARY   ACADEMY    AT    WEST   POINT.  17 

The  cadets  shall  be  divided,  as  at  present,  into  five  classes,  and  the 
course  of  studies  shall  be  arranged  so  that  thej'  shall  continue  during 
and  be  completed  in  live  years.  The  year  shall  be  divided  into  two 
academic  terms,  with  an  interval  for  the  purpose  of  encampment. 

The  fifth  c7rts«  shall  be  instructed  in  mathematics,  in  the  English  lan- 
guage, and  geography,  in  the  French  language,  and  in  the  use  of  small 
arros,  and  gymnastics. 

The  fourth  class  shall  be  instructed  in  mathematics,  in  the  French 
language,  in  drawing,  and  in  the  use  of  s;nall  arms,  and  gymnastics. 

The  third  class  shall  be  instructed  in  mechanics,  physics,  and  astron- 
omy, in  chemistry,  in  drawing,  in  the  English  language,  and  in  riding. 
The  second  class  shall  be  instru(tted  in  civil  and  military  engineering; 
in  mineralogy,  and  geology,  and  physical  geography;  in  logic,  rhetoric, 
and  ethics;  in  tactics  of  cavalry,  artillery,  and  infantry;  army  admin- 
istration, and  the  veterinary  art;  in  ordnance  and  gunnery;  and  iu 
riding. 

The  first  class  shall  be  instructed  in  practical  engineering  ;  in  prac- 
tical geodesy,  astronomy,  topogra|)hy,  and  reconnaissance;  in  constitu- 
tional, international,  and  uiiMtary  law  and  history;  in  the  science  of  war; 
in  the  Si)anish  language;  and  in  riding.  During  the  encampment,  and 
the  months  of  September  and  October,  when  not  on  duty  as  officers, 
they  shall  receive  practical  field  instruction  in  those  branches;  and  for 
that  purpose  may  be  allowed,  from  time  to  time,  under  the  instructor,  or 
one  of  the  assistants,  to  make  excursions  into  the  neighboring  country. 
All  other  laws  relating  to  the  Military  Academy  are  hereby  repealed. 
The  Commission  recommend  for  adoption  the  programme  of  instruc- 
tion annex«^d  to  this  report,  and  marked  1.  It  is  substantially  the 
same,  though  modified  in  sou)e  particulars,  as  that  prepared  by  a  board 
of  officers,  organized  iu  January  last  by  <lirection  of  tlie  Secretary  of  War. 
Annexed  to  this  report,  and  marked  U,  is  a  brief  history  of  the 
Academy,  showing  the  changes  that  have  taken  place  in  its  organiza- 
tion and  course  of  instruction.  It  is  followed  by  an  account  of  military 
education  in  Europe,  and  a  comparison  of  their  systems  and  courses  of 
instruction  with  our  own.   ■ 

The  proceedings  of  the  Commission,  marked  III,  and  the  accompany- 
ing papers,  are  submitted  herewith. 

JEFFEKSOX  DAVIS, 
United  states  Senator  and  President  of  Commission. 
SOLOMON  FOOT, 

United  iStates  Senator. 
H.  WINTEK  i^xVVlS, 

Member  of  Congress. 
JOHN  COCHKANE, 

Member  of  Congress. 
A.  A.  HUMPUKEYS, 
Captain  Corps  Top.  Eng\s,  U.  S.  A^ 
Washington,  December  13, 1860. 


Papers  accompanying  the  report. 
I.  A  Programme  of  a  Course  of  Instruction. 

II.  An  Historical  Sketch  of  tlie  United  States  Military  Academy,  with 
an  account  of  the  Condition  of  Military  Eilucatiou  iu  Europe, 
in.  The  Record  of  the  Proceetliiigs  of  the  Commission,  and  three  par- 
cels of  letters,  marked  from  A  to  Z  (J  not  included);  A  to  Z  (J 
not  included);  and  A  to  X  (J  not  inclu(k'd). 
S.  Mis.  3 2 


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2^  MILIIAKV    ACADEMY    AT    WKST    lOlNT. 

II. 

-^Im  historical  .sketch  of  the  United  States  Military  Academy,  and  an  ac- 
count of  military  education  in  Europe  compared  uith  that  in  the  United 
KSIittes. 

UNITED   STATES  MILITARY  ACADEMY. 

A  brief  historical  sketch  of  the  Military  Academy,  exhibiting  itscon- 
<litioii  from  time  to  time,  whenever  it  has  been  the  subject  of  legisla- 
lation,  will  exi)lain  the  object  had  in  view  in  modifying  its  orjianization 
at  various  periods,  and  show  that  the  Academy  has  expanded  as  the 
science  of  the  conntrj  has  advanced. 

During  the  war  of  the  devolution,  and  for  a  long  period  subsequent, 
the  country  was  dependent  ui)on  foreigners  trained  in  the  military 
schools  and  armies  of  Euiope  for  that  knowledge  of  the  science  and 
art  of  war  necessary  in  the  conduct  of  our  military  operations,  whether 
oftensive  or  defensive.  It  was  remarked  by  General  Washington,  and 
the  oflicers  engaged  in  that  war,  that  its  difficulties  would  have  been 
diminished  and  its  duration  shortened  if  that  knowledge  had  been  gen- 
erally diffused  through  the  Army.  Some  provision  fur  the  establish- 
ment of  an  institution  by  which  a  knowledge  of  the  science  and  art  of 
war  could  be  imparted  to  the  Army  engaged  the  attention  of  the  gov- 
ernment at  an  early  day.  In  the  annual  message  of  December,  ITOo, 
General  Washington  suggested  the  inquiry  ''  whether  a  material  feature 
in  the  improvement"  of  the  system  of  military  defense  ''ought  not  to 
be  to  afford  an  opportunity  for  the  study  of  those  branches  of  the  art 
"whicli  can  scarcely  ever  be  attained  by  practice  alone."  The  act  of  May 
f),  1704,  proviiled  for  a  corps  of  artillerists  and  engineers,  to  consist  of 
.four  battalions,  to  each  of  which  eight  cadets  were  to  be  attached,  and 
made  it  the  duty  of  the  Secretary  of  War  to  procure,  at  tlie  public 
expense,  the  necessary  books,  instruments,  and  apparatus  for  the  use 
and  benefit  of  the  corps. 

Kespecting  this  corps,  the  Secretary  of  War,  Hon.  Timothy  Picker- 
ing, in  a  report  upon  the  objects  of  the  militaiy  establishment  of  the 
United  States,  February  3,  179G,  states:  "  The  cirps  of  artillerists  and 
engineers  appears  to  be  an  important  establishment.  To  become  skill- 
ful in  either  branch  of  their  profession  will  require  long  attention, 
study,  and  practice;  and  because  they  can  noiv  acquire  the  Jen  owl  edge  of 
these  arts  advantageously  only  from  the  foreign  officers  tcho  have  beenap- 
jioinied  tcith  a  special  reference  to  this  object,  it  u-ill  be  important  to  keep 
the  corps  together  for  the  present,  as  far  as  the  necessary  actual  service  icill 
permit.  Its  jirincipal  station  may  then  become  a  school  for  the  purpose 
mentioned.  To  render  this  school  more  complete,  provision  is  n^ anting  for 
<i  geographical  engineer  and  draughtsman,  kiuch  a  one  may  now  be  retained 
for  the  establishment  of  a  captain.'^ 

In  his  last  message,  December,  1706,  General  Washington  declared 
that  "  the  desirableness  of  this  institution  (a  military  academy)  had 
constantly  increased  with  every  new  view  he  l\ad  taken  of  the  subject." 
Further,  'Hhe  institution  of  a  military  academy  is  also  recommended 
by  cogent  reasons  ;  however  j)acitic  the  general  policy  of  a  nation  may 
be,  it  ought  never  to  be  without  an  adequate  stock  of  military  knowl- 
edge for  emergencies.  The  first  would  impair  the  energy  of  its  characfer, 
and  botli  would  hazard  its  safety,  or  expose  it  to  greater  evils,  when 
war  could  not  be  avoided.  Besi(les,  that  war  might  often  not  dei)end 
upon  its  own  choice.     In  proi)ortion,  as  the  observance  of  pacific  maxims 


MILITARY    ACADEMY    AT    WEST    POINT.  23 

mijjlit  exempt  a  nation  from  the  necessity  of  practicing  tlie  rules  of  the 
military  art  ought  to  he  its  care  in  preserving-  and  transmitring  by 
proper  establishments  the  knowledge  of  that  art.  Wliatever  argument 
maybe  drawn  from  particular  examples,  sii])erficially  viewed,  a  thorough 
examination  of  the  subject  will  evince  that  the  art  of  war  is  at  once 
oomprehen^^ive  and  complicrated,  that  it  demands  much  i)revious  study, 
and  that  the  possession  of  it  in  its  most  itnprove<l  and  perfect  state,  is 
always  of  great  moment  to  the  security  of  a  nation.  This,  therefore, 
ought  to  be  a  serious  care  of  ev^^rj^  government ;  and  for  this  purjjose 
an  academy,  where  a  regular  course  of  instruction  is  given,  is  an  obvious 
expedient  which  different  nations  have  successfully  employed." 

Under  the  act  of  April  27,  1798,  creating  an  additional  regiment  of 
artillerists  and  engineers,  and  i>roviding  it  with  all  necessary  books, 
instruments,  and  apparatus,  and  the  sui)[)lementary  act  of  July  follow- 
ing, authorizing  the  employment  in  that  regiment  of  four  teachers  of 
the  sciences  and  arts,  a  ^  umber  of  officers  and  men  were  collected  at 
West  Point,  and  an  attempt  was  made  to  open  a  military  school.  But 
the  want  of  a  preparatory  induction  into  the  arts  and  sciences,  which 
form  the  basis  of  such  an  establishment,  rendered  it  difficult  for  the 
officers  to  impart  the  necessary  instruction,  and,  consequently,  the 
school  i)rogressed  slowly  and  with  little  success. 

About  the  period  when  a  war  with  France  was  considered  probable, 
the  Hon,  James  McHenry,  Secretary  of  War,  in  a  report  upon  the  reor- 
ganization of  the  aruiy,  dated  December  24,  17i>S,  remarked: 

"  It  is  deeply  to  be  lamented  that  a  very  precious  period  of  leisure 
w^as  not  improved  towards-forming  among  ourselves  engineers  and  ar- 
tillerists; and  that,  owing  to  this  neglect,  we  are  in  danger  of  being 
overtaken  by  war,  without  a  competent  number  of  characters  of  these 
descriptions.  To  form  them  suddenly  is  impracticable;  much  previous 
study  and  experiment  are  essential.  If  possible  to  avoid  it,  a  war  ought 
not  CO  tind  us  uui)rovided."  *  *  *  *  u  What  has  resulted 
from  the  latter  act  (the  act  increasing  the  corps  of  artillerists  and  en 
gineers)  will  make  the  subject  of  a  particular  report.  In  the  mean  while 
it  is  conceived  to  be  advi^al)le  to  endeavor  to  introduce  from  abroad  at 
least  one  distinguished  engineer  and  one  distinguished  officer  of  artil- 
lery. They  may  be  sought  for  preferably  in  the  Austrian  and  next  in 
the  Prussian  armies." 

A  plan  for  reorganizing  tiie  Army,  and  establisliing  a  military  acad- 
emy was  submitted  by  the  President  to  Congress,  January  14,  ISOl).  It 
was  prepared  bj'  the  Hon.  James  McHenry,  Secretary  of  War.  liesi)ect- 
ing  a  mditary  academy,  it  states  :  "  This  object  has  repeatedly  engaged 
the  favorable  attention  of  the  legislature,  and  some  laws  towards  its 
consummation  have  been  passed.  These,  however,  being  yet  inadequate 
to  afford  the  requisite  instruction  to  officeis  and  others  '  in  the  principles 
of  war,  the  exeicises  it  re<iuires,  and  the  sciences  upon  which  they  are 
founded,' the  adoption  of  a  more  perfect  plan  is  conceived  to  be  iudis- 
l>ensable  for  these  purposes.  With  this  view  the  following  plan  is  re- 
speetfuUy  suggested,  foriued  upon  those  of  institutions  of  a  similar 
nature,  froiu  which  the  nations  who  have  founded  them  derived  the 
most  decided  advantages. 

"  It  is  j>ro|)Osed  that  this  Academy  shall  consist  of  four  schools,  one 
to  be  called  '  the  Fundamental  School;'  another,  '  the  School  of  En- 
gineers and  xVrtillerists ;'  another, '  the  School  of  Cavalry  ami  Infantry  ; ' 
and  a  fourth,  'the  School  of  the  Xavy ; '  and  be  provitled  with  the  fol- 
lowing officers,  jirofessors,  and  teachers  : 

"A  Director  General  to  superintend  the  three  first  schools; 


24  Mil  ITAKY    ACADEMY    AT    WEST    POINT. 

*'  A  Director  of  the  Fiiiuiaiuental  School ; 

"A  Director  of  the  School  of  Eiifjineers  and  Artillerists; 

*'  A  Diiector  of  the  Scliool  of  Cavjiliy  ami  Infantry  ; 

"  A  Director  of  the  Scriiool  of  th«i  Navy  ; 

"  Six  Professors  of  Matheniatics  ; 

"Four  I'rofessors  of  (ico^raphy  an<l  Natural  Philospohy  ; 

"  Two  Professors  of  Chemistry,  including;-  Mineralogy  ; 

"Tiiiee  Architects; 

"  Four  Designin>i'  and  Drawing  Masters  ; 

"  One  Hiding  blaster,  and 

"  One  Fencing  blaster. 

'•The  lundaniental  school  is  designed  to  form  engineers,  including 
geographical  engineers,  miners,  and  otticers  for  the  artillery,  cavalry, 
infantry,  and  Navy;  consequently  in  this  school  is  to  be  taught  all  the 
sciences  necessary  to  a  perfect  knowledge  of  the  different  branches  of 
the  military  art. 

"The  school  of  engineers  and  artillerists  to  teach  those  admitted 
therein  and  appointed  or  designed  for  engineers,  the  appUcation  of  the 
theoretic  knowledge  which  they  had  acquired  in  the  fundamental  school 
to  the  construction  of  all  sorts  of  fortifications  and  military  buildings 
appertaining  thereto,  to  mines  and  countermines,  sieges,  attack  and 
defense,  to  mineralogy,  to  the  art  of  projecting  and  constructing  bridges, 
roads,  canals,  and  maritime  ports,  and  all  woiks  relative  thereto,  to  all 
geographic  and  topographic  operations,  the  calculations  relative  to  the 
same,  to  designing  and  drawing  charts,  &C. 

"To  those  appointed  or  designed  for  the  arti  lery  service,  the  appli- 
cation of  the  theoretic  knowleilge  ac(iuiied  in  the  fundamental  school, 
to  the  construction  of  gun  carriages,  pontoons,  the  fabrication  of  can- 
non and  tire  arms,  and  to  all  the  maneuvers  of  war  which  depend  upou 
artillery. 

"The  school  of  cavalry  and  infantry  to  teach  those  admitted  therein, 
and  appointed  to  or  destined  for  the  cavalry,  the  tactics,  exercise,  and 
l)olice  of  cavalry;  those  for  the  infantry,  the  tactics  of  infantry,  and  all 
that  concerns  the  police  of  an  army  in  the  field  and  in  quarters. 

"The  school  of  the  Navy  to  teach  those  a|)pointed  to  or  designed  for 
this  service  the  application  of  the  knowledge  act^uired  in  the  fundamental 
school  in  arithmetic,  algebra,  geometry,  statics,  and  navigation.  To 
this  end,  after  having  passed  examination,  they  shall  mak^  voyages  or 
cruises,  under  skillful  officers  for  certain  periods,  during  which  time 
they  ought  to  be  exercised  in  the  maneuvers  and  observations  most 
useful  in  service  and   be  instructed  in    whatever  respects  rigging  of 

vessels  of  war,  pilotage,  and  the  management  of  cannons.'' 

****** 

"These  schools  to  be  provided  ^ith  proper  apparatus  and  instru- 
ments for  philosophi(;al  and  chemical  experiments,  for  astronomical  and 
nautical  observations,  for  surveying  and  such  other  processes  as  are  re- 
quisite to  the  several  topics  and  branches  of  instruction." 

*  *  *  *  *  * 

"It  would  also  tend  greatly  to  the  perfection  of  the  plan  if  the  Acad- 
emy of  Artillerists  and  Engineers  was  situated  in  the  neighborhood  of 

foundries  of  cannon  and  manufactories  of  small  arms." 

****** 

"Will  it  be  thought  superfluous  to  remark,  relative  to  the  utility  of 
this  institution,  that  it  is  from  the  military  schools  of  France,  have 
issued  those  general  and  other  otTicers  whose  skill  and  recent  achieve- 
uaents  in  war  have  rendered  them  subjects  for  military  history',  and  eu- 


MILITARY    ACADP:MY    AT    WEST    POINT.  i,') 

ft 

abled  the  present  goveruors  of  that  nation  snceesvsively,  and  almost 
instantaneously,  to  tbrm  immense  disciplined  armies." 

Finally,  in  1.S02,  the  Military  Academy  was  established  by  an  act  of 
Congress,  which,  separating  the  artillerists  and  engineers,  constiuted 
the  corps  of  engineers  the  Military  Academy. 

This  corps  was  to  consist  of  seven  ofhcers  and  ten  cadets,  and  the 
President  was  authorized  to  increase  it,  so  that  the  whole  corps,  includ- 
ing officers  and  cade.ti>,  should  not  exceed  twenty. 

Two  artillery  cadets  were  attached  to  each  of  the  twenty  companies 
of  that  arm.  The  Actademy  was  snpplied  with  books,  imi)lemeuts,  and 
a])paratus,  but  not  with  teachers  until  the  year  following,  when  a  teacher 
of  French  and  a  teacher  of  drawing  were  added  to  it,  and  authority 
was  given  to  enlist  one  artificer  and  eighteen  men  "  to  aid  in  maUinjj 
practical  experiuients,  and  for  other  purposes." 

The  exi)erience  of  a  few  years  showed  the  necessity  of  an  enlarged 
organization  for  the  Acadenty  and  an  increase  in  the  number  of  officers 
educated  as  engineers.  In  1812  its  organization  was  completely  changed, 
and  its  dimensions  were  greatly  extended.  It  was  made  to  consist  of 
the  corps  of  engineers  (increased  by  the  same  act),  and  the  following 
professois  ;  a  professor  of  natural  and  experiniental  j)liii()sophy  ;  a  i)ro- 
fessor  of  engineering,  and  a  professor  of  mathematics,  with  an  assistant 
l)rofessor  to  each  ;  a  teacher  of  the  French  language,  and  a  teacher  of 
drawing  ;  and  the  President  was  authorized  to  attach  the  2M}  cadets  al- 
lowed to  the  artillery,  cavalry,  riflemen,  and  infantry,  as  well  as  those  of 
engineers,  to  the  academy  as  students,  provided  the  whole  number 
should  at  no  time  exceed  250. 

Prior  to  1817,  the  Academy  was  conducted  with  but  little  system  or 
regularity.  Cadets  were  admitted  without  regard  to  age  or  qualifica- 
tion, and  promoted  to  the  rank  of  commissioned  officers  in  the  Army 
without  a  fixed  system  of  probation,  and  with  but  slight  consideration 
lor  proficiency  in  study. 

^Notwithstanding  its  imperfect  training,  the  Military  Academy  had  al- 
ready served  the  purpose  of  making  the  Army  independent  of  officers 
taught  in  the  military  schools  of  Europe,  and  so  apparent  were  the  bene- 
fits conferred  by  it  upon  the  country  that,  in  1819,  the  Secretary  of  War, 
the  Hon.  J.  C.  Calhoun,  recomu)ended  the  establishment  of  a  second 
school  of  the  same  character  and  on  the  same  scale  as  that  at  West 
Point,  and  a  school  of  application,  in  which  the  theoretical  studies  of 
the  military  academies  would  lind  their  special  application  in  the  sub- 
jects of  artillery,  engineering,  and  to|)ography. 

The  report  of  General  Bernard  and  Colonel  McRae  upon  this  subject 
was  appended  to  the  letter  of  the  Secretary  of  War.  The  views  of 
those  officers  were,  in  brief,  that,  in  determining  upon  a  system  of 
military  instruction,  it  should  be  considered  that  there  were  two 
methods:  First.  That  the  officers  of  each  arm  of  the  service  should  be 
exclusively  instructed  in  the  theory  and  i)ractice  of  that  arm.  Second, 
That  the  officers  of  each  arm  should  be  equally  instructed  in  the  theory 
and  practice  of  all  the  other  arms.  The  first  is  insufficient,  because  it 
leaves  the  officers  of  an  arm  deficient  in  what  is  necessary  to  connect 
the  operations  of  that  arm  with  the  operations  of  the  rest,  as  parts  of 
one  general  system.  The  second  is  usually  impracticable,  "becauvse  it 
is  the  i)rivilege  of  but  few  individuals  to  possess  that  facility  of  intel- 
lect which  is  requisite  to  embrace  four  branches  of  knowledge  as  exten- 
sive as  are  those  in  question,  and  to  practice  them  all  with  that  correct- 
ness and  promptitude  which  is  the  peculiar  advantage  of  such  as  devote 
themselves  principally  to  but  one  of  these  branches.  Jn  order  to 
avoid  both  these  inconveniences,  the  theoretical   and  practical  knowl- 


26  ■  MILITAin'    ACADtMY    AT    WEST    POINT. 

i'AjXO  nccossiiiy  in  tho  CDndiict  and  operations  of  an  army  lias  been  di- 
vidtMl  into  two  distinct  classes,  the  one  embracin}?  whatever  is  common 
to  all  the  arms;  the  other  confined  to  what  particularly  appertains  to 
eatdi  arm." 

Hence,  military  instruction  is  usually  {jiven  in  two  classes  of  schools  : 
<^ne  where  the  theory  and  i)ractice  common  to  all  arms  is  taught  ; 
the  otlier  class  where  (lie  tlieory  and  practice  of  each  arm  is  esj)ecially 
tanpht.  In  countries  having  large  rmies,  not  only  is  tliis  classification 
of  schools  made,  but  each  arm  has  its  school  of  application;  but  those 
nations  who  in  ])eace  keep  np  small  armies  tind  it  advantageous  to 
imite  as  far  as  possible  the  different  schools  of  application  in  one.  The 
]\lilitary  Academy,  as  then  conducted,  was  regarded  by  them  as  an  ele- 
mentary school  only  ;  and  they  proposed  that  a  school  of  application  for 
engineering,  artillery,  and  topography  should  be  established,  either  by 
a<ldition  to  the  Academy  at  AVest  Point,  or  by  sei)arate  organization  at 
some  other  locality.  From  a  variety  of  considerations,  this  division  of 
schools  was  never  made  ;  and  it  cannot  be  considered  as  in  the  least  de- 
gree i>robable  that  special  schools  of  application  will  be  established. 

The  varied  duties  imposed  upon  of1i;*ers  of  the  Army  of  the  United 
States,  in  every  cori)s  and  arm  of  service,  demand  of  each,  in  the  usual 
routine  of  service,  performance  of  the  ordinary  duties  of  all  cori)s.  The 
peculiar  character  of  our  military  system,  retaining  in  time  of  i)eace  a 
a.  body  of  well  instructed  ofHcers  and  men,  that  can,  upon  the  occur- 
rence of  war,  disseminate  military  knowledge  and  discipline  among 
large  bodies  of  hastily  assembled  and  uudiscii)lined  troops,  the  staff  of 
which  must  be  principally  formed  from  the  officers  of  the  permanent 
Army,  renders  it  necessary  that  ofiScers,  whether  of  infantry,  mounted 
corps,  artillery,  or  engineers,  should  receive  the  theoretical,  applied,  and 
practical  instruction  of  engineers. 

The  great  deficiency  of  the  Academy  in  1S17  was  in  that  theoretical 
instruction  which  must  precede  and  form  the  basis  of  i)ractical  teach- 
ing; and  the  chief  efforts  of  the  distinguished  officer  appointed  to  the 
command  of  the  Academy  in  1817  were  first  directed  to  substituting 
for  the  imperfect,  partial,  and  irregular  teaching  that  had  prevailed,  a 
thoi'ough  course  of  theoretical  instruction  in  the  sciences  and  arts, 
such  as  was  taught  in  the  best  military  schools  of  Euiope.  In  1824 
the  object  of  the  Sui)eiinteudent  was  accomplished,  and  the  Military 
Academy  had  attained  the  eminent  position  it  still  holds  for  scientific 
and  military  instruction.  It  was  then,  as  now,  the  j)olicy  of  our  gov- 
ernment to  admit  youths  to  the  Academy  who  had  made  but  little 
l)rogress  in  scholastic  attainment,  and  it  was  impossible  in  a  term  of 
four  years,  to  which  the  course  was  limited,  to  impart  all  the  practical, 
as  well  as  all  the  theoretical  knowledge  required  to  fit  an  ofticer  to  enter 
upon  the  active  discharge  of  his  duties.  Only  those  branches  of  prac- 
tical instruction  deemed  most  pressing  could  receive  a  pro[)er  shar(?  of 
attention. 

Since  that  time  its  organization  has  been  extended,  and  its  teaching 
has  been  expanded  to  kee))  pace  with  the  growth  of  science  and  the 
ini])rovements  in  the  inii)lements  and  art  of  war,  and  the  enlarged  range 
of  duties  devolved  upon  officers  of  the  Army  by  the  changed  condition 
of  the  country  and  the  increase  of  territorial  possessions. 

As  already  stated,  a  large  number  of  the  cadets  must  necessarily 
enter  the  Academy  with  a  very  deficient  knowledge  of  their  own  lan- 
guage and  literature.  For  a  quarter  of  a  century  the  defe(;t  in  the 
education  of  the  graduates  from  this  source  was  annually  rlie  subject  of 
xjomment  in  the  reports  of  boards  of  visitors.  To  remedy  this  defect; 
to  introduce  instruction  in  a  foreign  language,  rendered  necessary  by 


MILITARY    ACADEMY    AT    WEST    POINT.  27 

our  political  and  military  relations  with  a  nation  speaking  it;  to  keej) 
pace  with  the  scientific  profjress  of  our  country,  and  the  improvements 
in  the  art  of  war  whicli  science  has  introduced,  and  to  give  that  degree 
of  practical  instruction  re(inisite  to  an  olticer  in  the  outset  of  his  career, 
,  the  course  of  instruction  was  increased  to  a  term  of  five  years. 

As  at  present  oiganiztd  and  conducted,  the  Military  Academy  consists 
of  a  Superintendent  and  Commandant  of  the  Post,  with  the  local  rank 
of  a  Colonel  of  Engineers; 

One  Professor  of  Military  and  Civil  Engineering  ; 

Two  Acting  Assistant  Professors  of  INIilitary  ami  Civil  Engineering; 

One  Professor  of  Natural  and  Experimental  JMiilosophy ; 

One  Assistant  Professor  of  Philosophy  ; 

Two  Acting  Assistant  Professors  of  Philosophy  ; 

One  Professor  of  Mathetnatics  ; 

One  Assistant  Professor  of  Mathematics  ; 

Four  Acting  Assistant  Professors  of  Matliematics ; 

One  Commamla'it  of  Cadets  and  Instructor  of  Artillery,  Cavalry,  and 
Infantry  Tacitics,  with  local  rank  of  Lieutenant-Colonel  of  Engineers  ; 

One  Assistant  Instructor  of  Artillery  ; 

One  Assistant  Instructor  of  Infantry  Tactics; 

Two  Assistant  Instructors  of  Cavalry  ; 

One  Assistant  Instructor  of  Infantry  Tactics; 

One  Professor  of  Drawing; 

One  Assistant  Professor  of  Drawing; 

One  Acting  Assistant  Professor  of  Drawing; 

One  Professor  of  the  French  Language  ; 

One  Assistant  Professor  of  the  French  Language; 

One  Acting  Assistant  Professor  of  the  French  Language  ; 

One  Chaplain  and  Professor  of  (jreograi)liy,  History,  and  Ethics; 

One  Assistant  Professor  of  Geography,  History,  and  Ethics; 

Three  Acting  Assistant  Professors  of  Geograpiiy,  History  and  Ethics ; 

One  Professor  of  Ciiemistry,  Mineralogy,  and  CeologN  : 

One  Assistant  Professor  of  Ciiemistry,  Mineralogy,  and  Geology; 

One  I'rofessor  of»  the  Spanish  Language  ; 

One  Assistant  Instructor  of  the  S[)anish  Language; 

One  Acting  Assistant  Instructor  of  the  Sjianish  Language  ; 

One  Instructor  of  Ordnance  and  Gunnery; 

One  Instruc'or  of  Practical  Military  Engineering; 

One  Assistant  Listructor  of  Practical  Engineering  ; 

One  instructor  in  the  use  of  Small  Arms; 

One  Sword  Master,  Assistant  to  the  Instructor  in  the  use  of  Small 
Arms ; 

One  Adjutant  ; 

One  Surgeon ; 

Two  Assistant  Surgeons  ; 

One  Treasurer  ;  and 

One  Quartermaster. 

According  to  the  acts  of  18(»i>  and  1812,  which  have  not  been  repealed, 
the  C(.rps  of  Engineers  forms  part  of  the  Military  Academy,  bur  those 
acts  have  long  ceased  to  be  regarded  in  those  particulars,  wherein  the 
duties  subsequently  imposed  u[)on  the  Corps  of  Engineers  have  rendered 
it  impracticable  to  comply  with  them.  The  commander  of  the  Cor|)s  of 
Engineers,  from  being  the  Superintendent,  has  become  the  Inspector. 
In  the  absence  of  the  commamler  the  next  in  raidc  is  not  Superintend- 
ent, but  an  officer  of  that  corps  is  assigned  to  the  supeiintendency  by 
orders  from  the  War  Department. 

The  course  of  instruction  is  exhibited  in  the  following  programme  : 


28 


MILITARY    ACADEMY    AT    WEST     POINT. 


MILITARY    ACADEMY    AT    WEST    POINT.  29 

MILITARY  EDUCATION  IN  EUROPE. 

The  general  nature  and  extent  of  the  military  education  most  suit- 
able to  the  officers  of  our  Army,  arising  from  the  peculiar  condition  of 
our  country  and  its  military  system,  have  been  already  indicated. 
AVith  this  in  view,  it  may  be  well  to  examine  the  systems  of  military 
education  in  Europe,  and  to  compare  them  with  our  own.  The  follow- 
ing account  of  the  military  schools  of  Europe  is  taken  almost  wholly 
from  the  re|)ort  of  the  British  commissioners  appointed  to  consider  the 
best  mode  of  reorganizing  the  English  system  of  training  officers  for 
the  scientific  corps.  When  quotation  marks  are  used  in  the  following 
])art  of  this  paper,  they  indicate  that  the  extracts  are  taken  from  tbe 
reports  of  those  commissioners.  The  remarks  relating  to  the  discussion 
as  to  the  best  course  of  instruction  for  the  J'olytechnic  School  are  de- 
rived from  the  report  of  the  commission  constituted,  in  1830,  to  examine 
that  subject. 

Among  the  European  systems  of  military  education,  that  of  France 
is  preeminent.  Tbe  stimulating  princi[)le  of  competition  extends 
throughout  the  whole  system  ;  it  exists  in  the  appointment  of  the 
student,  in  his  progress  through  the  preliminary  schools,  in  his  transfer 
to  the  higher  schools,  in  his  promotion  to  the  army,  and  in  his  ad- 
vancement in  his  subsequent  career.  The  distinguishing  features  of 
the  French  system  are  thus  described  by  the  British  commissioners. 
The  characteristic  points  of  the  French  system  are  as  follows  : 

"  1.  The  proportion,  founded  apparently  upon  princii)le,  which 
officers  educated  in  military  schools  are  made  to  bear  to  those  pro- 
moted for  service  from  the  ranks  ;  2.  The  mature  age  at  which  military 
education  begins  ;  3.  The  system  of  thorough  competition  on  which  it 
is  founded  ;  4.  The  extensive  state  assistance  afforded  to  successful 
candidates  for  entrance  into  military  schools  whenever  their  circum- 
stances require  it.*' 

OFFICERS  FROM   THE   MILITARY  SCHOOLS. 

The  French  army  is  officered  partly  from  the  military  schools  and 
]>artly  by  promotion  from  the  ranks.  The  proportions  established  by 
law  are  one  third  of  tbe  commissions  from  the  military  schools,  one- 
tbird  from  the  ranks  of  the  army,  and  the  remaining  third  at  the  dis- 
cretion of  the  Emperor.  In  practice,  two-thirds  of  the  officers  of  en-' 
gineers  and  artillery  are  taken  from  the  Polytechnic  School,  and 
one  third  from  the  ranks.  All  the  officers  of  the  staft"  corps  are  taken 
from  the  School  of  the  Staff.  One-third  of  the  officers  of  infantry  and 
cavalry  are  taken  from  St.  Cyr,  and  two-thirds  are  promoted  from  the 
ranks.  Promotion  in  the  army  is  partly  by  seniority  and  partly  by 
selection,  to  the  rank  of  major.  Above  the  rank  of  major  promotion  is 
entirely  by  selection. 

Admission  to  the  military  schools  of  France  can  only  be  gained 
through  a  public  competitive  examination,  by  those  who  have  received 
the  degree  of  bachelor  of  science  from  the  lycees  or  public  schools,  and 
from  the  orphan  school  of  La  Fleche. 

A  powerful  influence  has  thus  been  exercised  upon  the  character  of 
education  in  France.  Tbe  importance  of  certain  studies  has  been  grad- 
ually reduced,  winle  those  of  a  scientiti<;  character,  entering  more 
directly  into  tbe  pursuits  of  life,  have  been  constantly  elevated. 

The  two  ^reat  eUMiientary  military  schools  are  tbe  S(  bool  of  St.  Cyr 
and  the  Poly  tecbnicScbool.     Tbese,  as  well  as  the  other  military  schools. 


3U  MILITARY    ACADEMY    AT    WEST    POINT. 

are  under  tlie  charge  of  tlie  Minister  of  War,  with  whom  the  authorities 
of  the  schools  are  ill  direct  t:ouiiuuuication.  Coiiiniissions  in  the  iiifaii- 
try,  cavahy,  and  marines  can  only  be  obtained  by  service  in  the  ranks 
of  tlie  army,  or  by  passinjj  successfidly  through  the  School  of  St.  Cyr, 
a«lmission  to  which  is  <j;ained  by  the  coni[)etitive  examination  already 
retVired  to. 

Entire  or  paitial  supjjort  is  yivcn  by  the  j:overnm«'nt  to  those i>reseut- 
ing  evidence  ot  the  necessity  of  such  aid,  while  those  who  are  aide  pay 
for  their  education.  Students  fiom  the  orjihan  school  (»f  La  Flcche, 
where  the  sons  of  otlicers  wounded  or  killed  in  the  service  receiver  j^ra- 
tnitous  education,  are  maintained  in  the  same  manner. 

THE   SPECIAL    MILITARY   SCHOOL   OF   ST.    CVR. 

The  school  of  St.  Cyr  was  established  in  1803. 

"  The  course  of  study  lasts  two  years  ;  the  usual  number  of  cadets  in 
timeof  ])eace  is  five  or,  at  the  utmost,  six  hundred  ;  the  admission  is  by 
competitive  examination,  open  to  all  youths,  French  by  birth  or  by  nat- 
uralization, who,  on  the  1st  of  January  iireceoing  their  candidature, 
were  not  less  tiian  sixteen  and  not  more  than  twenty  \  ears  old.  To  this  ex- 
amination are  also  admitted  soldiers  in  the  ranks  between  twenty  and 
twenty-five  years  of  age,  who,  at  the  date  ot  its  <!Oinmeiicement,  have 
been  actually  in  service  in  their  regiments  for  two  years." 

A  board  of  examiners  passes  through  France  on(;e  every  3 ear,  and 
examines  all  who  present  themselves  having  the  prescribed  (pialitica- 
tious.  All  the  candidates  must  have  taken  the  usual  degree  which  ter- 
minates the  task  at  the  Lycees — the  baccalaureate  in  sciences. 

A  list  of  such  candidates  as  are  found  eligible  for  admission  to  St.  Cyr 
ia  submitted  to  the  Minister  of  War.  The  number  of  vacancies  has 
already  been  determined,  and  the  candidates  admitted  are  taken  in  the 
order  of  merit. 

"  Those  who  succeed  in  the  exiniination  and  are  admitted  take  an 
engagement  to  serve  seven  years  either  in  the  cavalry  or  infantry,  and 
are  thus  under  the  obligation — if  they  are  judged  incompetent  at  the 
close  of  their  two  years*  stay  at  the  School,  to  receive  a  commission — to 
enter  and  serve  as  common  soldiers.  The  two  years  of  their  stay  at  the 
school  counts  as  a  part  of  their  service.  It  is  only  in  the  s[)eci>d  case  of 
loss  of  time  caused  by  illuess  that  permission  is  given  to  remain  a  third 

''  It  was  the  rule  till  lately  that  cadets  appointed,  on  leaving  St.  Cyr, 
to  the  cavalry,  should  be  placed  for  two  years  at  the  cavalry  school  at 
Saumur.  This,  however,  has  recently  been  changed.  On  entering  St. 
Cyr  those  who  desire  appointments  in  the  cavalry  declare  their  wishes, 
and  are  put  at  once  through  a  course  of  training  in  horsemanship. 
Those  who  are  found  unfit  are  quickly  withdrawn  ;  the  remainder,  if 
their  place  on  the  final  examination  allows  of  their  appointment  to  the 
cavalry,  are  by  that  time  sufficiently  well  practiced  to  be  able  to  join 
their  regiments  at  once. 

*'  Twenty-seven,  or  sometimes  a  greater  number,  are  annually,  at  the 
close  of  their  second  year  of  study,  placed  in  competition  with  twenty- 
five  candidates  from  the  se(;ond  lieutenants  belonging  to  the  army,  if  so 
many  are  forthcoming,  for  admission  to  the  staff  school  at  Paris.  Tliis 
advantage  is  one  oliject  which  serves  as  a  stimulus  to  exertion,  the  per- 
mission being  given  according  to  rank  in  the  classification  by  order  of 
merit. 

"The  school  consists  of  two  divisious,  the   upper  and  the  lower,  cor- 


MILITARY    ACADEMY    AT    WEST    POINT.  31 

respouding  to  the  two  years  of  the  course.  Each  division  is  divided 
afjaiii  into  four  corupanies.  lu  each  of  these  eiijht  companies  tiiere  are 
sub  ofliccrs  chosen  from  the  ^'/ert'stliein selves,  with  the  titles  of  sergent, 
.se/Y/t'»ryo?//v/t'r,<,Yf7;or«/  [sergeant, <iuarferiiiaster  s«'rjieant,and  corporal] ; 
those  appointed  to  the  companies  of  tlie  junior  division  are  selecte<l  from 
the  second  year  cadets,  and  their  superiority  in  standing- appears  to  give 
these  latter  some  considerable  autliority,  exercise<l  occasionally  well, 
occasionally  ill.  The  whole  school,  thus  divided  into  eight  companies, 
constitutes  one  battalion. 

"The  establishmeut  for  conducting  the  school  consists  of — 

"  A  general  as  coujuiandant. 

"  A  second  in  command  (a  colonel  of  infantry). 

"A  major,  four  captains,  twelve  lieutenants,  and  five  second  lieuten- 
ants of  iufautry  ;  the  major   holding  the  office  of  commandant  of  the"^ 
battalion. 

"A  major,  one  captain,  thirty  fonr  lieutenants,  and  three  second  lieu- 
tenants of  cavalry  to  superintend  the  exercises,  the  riding,  &c. 

"  A  director  ot  studies  (at  present  a  lieutenant-colonel  of  engineers). 

''Two  assistant  directors. 

"  Six  examiners  for  admission. 

''  One  i)rofessor  of  artillery. 

"  One  assistant  of  artillery. 

"  One  professor  of  topogra{)hy  and  mathemati<;s. 

"One  professor  of  military  administration,  military  art,  and  military 
history. 

''  One  professor  of  fortilication. 

"  One  professor  of  military  literature. 

"  Two  professors  of  history  and  geography. 

"  One  professor  of  descriptive  geometry. 

''  One  professor  of  physics  and  chemistry. 

"  Three  professors  of  drawing. 

*'  One  professor  of  German. 

"  Eleven  military  and  six  civilian  assistant  teachers  {repetiieurs). 

"  There  is  also  a  quartermaster,  a  treasurer,  a  steward,  a  secretary  of 
the  archives,  who  is  also  librarian,  an  almoner  (a  clergyman),  four  or  live 
surgeons,  a  veterinary  surgeon,  who  gives  lessons  on  the  subject,  and 
twelve  fencing  masters. 

"  The  professors  and  teachers  are  almost  entirely  military  men.  Some 
(litticulty  api)ears  to  be  found  by  civilians  in  keeping  sufdcient  order  in 
the  large  classes  ;  and  it  has  been  found  useful  to  have  as  rrpi'titenrs 
persons  who  couhl  also  be  employed  in  maintaining  discipline  in  the 
house.  Among  the  professors,  at  present,  there  are  several  officers  of 
the  engineers  and  of  the  artillery,  and  of  the  staff  corps. 

"There  is  a  board  of  council  of  instruction,  composed  of  the  com- 
mandant, the  second  in  command,  one  of  the  field  otlicers  of  the  school 
staff,  the  directors  of  studies,  one  of  the  assistant  directors,  and  four 
professors. 

"  So,  again,  the  commandant,  the  second  in  command,  one  of  the  field 
officers,  two  captains,  and  two  lieutenants — the  last  four  changing  every 

yc'ir — compose  the  board  or  council  of  discipline. 

******* 

''The  cavalry  cadets  ride  three  hours  a  day,  those  of  the  infantiy 

about  one  hour  a  week. 

******* 

"Young  men  intended  for  the  cavalry  are  instructed  in  infantiy  and 
artillery  movements  and  drill,  just  as  those  intended  for  the  infantiy 


32  MILITARY   ACADEMY    AT    WEST    POINT. 

are  taught  riding,  and  receive  instruction  in  cavalry  as  well  as  artillery 
drill  and  niovenuMits. 

"  It  is  diirinjr  the  second  year  of  their  stay  they  receive  most  instruc- 
tion in  the  arms  of  the  service  to  which  tliey  are  not  destined,  and  this,  it 
is  said,  is  a  most  important  jiart  of  tlieir  instrnction.  '  It  is  this,'  said 
the  (leneral  Commandant,  '  tliat  made  it  practicable,  for  example,  in 
the  Crimea,  to  hiid  among  the  old  clrrrs  of  8t.  Cyr  officers  fit  for  the 
artillery,  the  engineers,  the  stall';  and  for  general  officers,  of  conrse,  it 
is  of  tlie  greatest  advantage  to  have  known  from  actual  study  something 
of  every  branch. 

The  subjects  of  examination  for  admission  to  the  school  are  the  follow- 
ing: 1.  Arithmetic;  2.  Algebra;  3.  Geometry;  4.  Plane  Trigonometry; 
5.  Geometrical  representations  of  bodies  by  projections;  C.  French  com- 
positions; 7.  German  language;  8.  Elementary  drawing;  9.  Phy.^ical 
science  (merely  descriptive) ;  10.  Elementaiy  chemistry ;  11.  History  of 
France;  12.  Geography  of  France  and  its  colonies,  physical  and  statis- 
tical. The  entrance  examination  is  less  severe  than  that  for  the  Poly- 
technic School. 

"The  general  system  of  instruction  at  St.  Cyr  is  similar  to  that  of  the 
Polytechnic.  The  lectures  are  given  by  the  professors,  notes  are  taken 
.[by  the  students]  and  completed  afterwards,  and  progress  is  tested  in 
occasional  intemH/ntibns  by  the  repctiteurs.  One  distinction  is  the  differ- 
ent size  of  the  saUes  (Cetude  (containing  liOO  instead  of  8  or  10),  but, 
above  all,  is  the  great  and  predominant  attention  paid  to  the  practical 
part  of  military'  teaching  and  training.  It  is  evident,  at  the  first  sight, 
that  this  is  essentially  a  military  school,  and  that  special  importance  is 
attached  both  by  teachers  and  pu[)ils  to  the  drill,  exercise,  and  ma- 
neuvers of  the  various  arms  of  the  service.  The  course  of  study  is  com- 
pleted in  two  years ;  that  of  the  first  year  consists  of — 
"27  lectures  in  descriptive  geometry. 

35  "  physical  science. 

20  "  militaiy  literature.  ' 

35  "  history. 

27  lectures  in  geography  (including  physical)  and  military  sta- 
tistics. 

30  lectures  in  German." 

Total,  174 

******* 

"  The  studies  for  the  first  division  during  the  second  year  of  thetr 
residence  consist  of — 

"  10  lectures  in  topography. 
27  "  fortification. 

15  "  artillery. 

10  "  military  legislation. 

12  "  military'  administration. 

27  "  mUitary  art  and  history. 

20  "  German. 

Total,  121 

"  One  lesson  weekly  is  giv^en  in  drawing,  in  order  to  render  the  stu- 
dents exi)ert  in  landscape  and  military  drawing,  with  the  pencil,  pen, 
and  brush. 

"  We  must  not  omit  to  call  attention  to  the  fact  that  mathematics  are 
not  taught  in  either  yearly  course  at  St.  Cyr. 


MILITARY    ACADEMY    AT    WEST    POINT.  33 

''  The  Students  also  execute  certaiu  works,  sucb  as  tbe  makiu<;  of  fas- 
<iiues,  gabions,  saucissons,  repair  of  revetments  of  batteries,  platform, 
setting  tbe  profiles,  delilenient,  and  construction  of  a  beldwork,  different 
kinds  of  sap,  plan  and  establidbinent  of  a  camp  for  a  battalion  of  infant- 

rv,  «S:c. 

*  *  *  *  *  ♦  * 

'•Tliestudeuts  are  practically  taugbt  artillery  drill,  witb  field  and  seige 
guns,  practice  witb  artillery,  repair  of  seige  batteries,  bridges  of  boats 
or  rafts. 

"Tbe  ten  lectures  allowed  for  tbe  course  of  militari/  leuishttion  bave 
for  tbeir  object  tbe  explanation  of  tbe  principles,  practice,  and  regula- 
tions relating  to  military  laws,  and  tbe  connection  witb  tbe  civil  laws 
tbat  affect  military  men. 

"  The  twelve  lectures  on  wbat  is  called  miUtary  administration  relate 
to  tbe  interior  eronomy  of  a  company,  and  to  tlie  various  matters  ap- 
pertaining to  tbe  soldier's  messing,  mode  of  payment,  necessaries,  equip- 
ment, lodging,  &L*. 

******* 

"  In  tbe  practical  exercises,  tbe  students  make  an  attack  or  defense  of 
a  work,  or  of  a  system  of  field-works,  during  tlieir  course  of  fortification, 
or  of  a  bouse,  farm,  village,  in  tbe  immediate  vicinity  of  tbe  scbool,  or 
make  tlie  passage  of  a  river." 


EXAMINATIONS   AT    THE   SCHOOL. 

"Tbe  examinations  at  tbe  end  of  tbe  first  year  take  place  under  tbe 
superintendence  of  tbe  director  and  assistant  director  of  studies. 
Tbey  are  conducted  by  tbe  professor  of  each  branch  of  study,  assisted 
by  a  rcpt'titeur,  each  of  whom  assigns  a  credit  to  tbe  student  under 
examination,  and  tbe  mean,  expressed  as  a  whole  number,  represents 
tbe  result  of  tbe  student's  examination  in  that   particular  braucli  of 

t>tudy. 

******* 

"The  pupil's  position  is  determined,  as  at  tbe  Polytechnic,  partly  by 
tbe  marks  gained  at  the  examination,  partly  by  those  be  has  obtained 
during  his  previous  studies." 

Any  studeut,  whose  credit  is  less  than  the  minimum  allowed  for 
any  branch  of  study,  is  retained  during  the  vacation  and  re-examined 
before  the  recommencement  of  the  course.  If  still  deficient,  he  is 
reported  to  the  Minister  of  War  for  expulsion,  unless  there  is  an 
especial  ground  for  excuse,  sucb  as  sickness.  Irregularity  of  conduct 
is  also  made  a  ground  for  exclusion  from  the  school,  and  a  system  of 
demerit  marks  is  established.  Tbe  demerit  of  a  student  has  an  iutiuence 
upon  bis  class  standing. 

"The  classification  in  the  order  of  merit  depends  upon  the  total 
amount  of  the  sum  of  the  numerical  marks  or  credit  obtained  by  each 
student  in  every  branch  of  study  or  instruction.  Tbe  numerical  credit 
in  each  subject  is  found  by  Tuultiplying  the  credit  awarded  in  each  sub- 
ject by  tbe  coefficient  of  intlaence  belonging  to  it." 

The  fiiuil  examimition  and  classification  at  tbe  end  of  tbe  second  year's 
course  are  conducted  in  the  same  manner  as  those  at  the  end  of  the  first 
year's  course. 

"A  list  of  tbe  names  of  those  students  who  are  found  qnalifieil  for  tbe 
rank  of  second  lieutenant  is  sent  to  the  Minister  of  War,  and  a  second 
list  is  also  seut,  containing  the  names  of  those  students  that  bave,  when 
S.  Mis.  3 ^3 


34  MILITARY    ACADEMY    AT    WEST    POINT, 

subjeettMl  to  a  second  or  revised  exaininatioii,  been  proiioiuiced  by  the 
jiiiy,  before  wlioin  they  were  re  exaiiiiMed,  as  (|iialitied. 

"Those  whose  names  appear  in  the  lirst  list  are  i)erinitted  to  choose, 
acrcordinfx  to  their  position  in  the  order  of  merit,  the  stJill"  corps  or  in- 
fantry, accordinj;  to  the  nnmber  rerpiired  for  the  tirst  named  service, 
and  to  name  the  refi;iments  of  infantry  in  whicli  they  desiie  to  serve. 

"  Tliose  intencled  for  the  cavaby  are  ]ilaced  at  the  disposal  of  the 
otlicer  commandin<>-  the  ref;iment  which  they  wish  to  enter. 

"Those  whose  names  ap])ear  in  the  second  list  are  Tiot  permitted  to 
choose  their  corps,  bnt  are  placed  by  the  Minister  of  War  in  snch  corps 
as  may  have  vacancies  in  it,  or  wiiere  he  may  think  proper. 

"  The  stndents  who  are  selected  to  enter  the  stiiff  corps,  after  compet- 
ing snccessfully  with  the  second  lieutenants  of  the  army,  proceed  as 
second  lieutenants  to  the  stall  school  at  I'aris. 

"  Those  students  who  fail  i)ass  into  the  army  as  ]>rivates.  iiccording 
to  the  terms  of  the  engagement  made  on  entering  the  school." 

THE    POLYTECKNTC    SCHOOL. 

The  other  elementary  military  school,  the  Polytechnic,  is  nuiinly  a 
preparatory  school  for  those  branches  of  the  French  army  which  are 
termetl  scientitic,  as  three-fourths  of  its  pupils  enter  the  artillery',  the 
engineers,  and  the  staff.  It  also  exclusively  supplies  some  imjjortaut 
departments  of  the  civil  service.  Its  scientific  teaching  is  unsurpassed, 
l)erhai)s  unequaled.  It  was  founded  during  the  French  revolution,  in 
1794.  A  few  ;sears  before  its  creation,  all  schools,  military  as  well  as 
civil,  had  been  suppressed.  The  ill  effects  of  this  destruction  of  all 
means  of  education  were  first  perceived  in  the  army  and  in  the  public 
works.  The  result  was  the  establishment  of  the  Polytechnic  School  for 
the  preliminary  education  of  engineers  and  artillerists.  Its  benefits 
were  extended  to  the  civil  service.  Among  the  founders  were  Carnot, 
Morige,  and  La  Grange.  In  five  months  after  the  project  of  the  school 
was  announced,  it  was  opened  with  uearly  400  scholars.  Its  organiza- 
tion was  modified  from  time  to  time,  until,  in  1809,  it  received  the 
iorui  it  now  holds.  Its  system  of  instruction  renuiius  the  same  as  when 
established. 

Tlu'  public  ser\ic(\s  lor  which  it  gives  a  general  preparation  aie — 

I.  The  artillery. 

13.  The  engineers.  ^ 

'.}.  The  staff"  corps. 

4.  The  dep;n  tment  ot  powder  and  salt])eter. 

.">.  The  murine  aitillery. 

(5.  The  naval  architects. 

7.  The  corps  of  hydrographers. 

8.  The  corps  of  roads  and  bridges. 

9.  Tiie  department  of  mines. 

10.  The  telegraph  department. 

II.  The  tobacco  department. 

U|)on  quitting  the  Polytechnic,  the  student  enters  the  school  of  ap- 
l)lication  especially  devoted  to  the  particular  service  to  which  he  is  as- 
signed. 

"Admission  to  the  school  is,  and  has  been  since  its  first  commence- 
ment in  1794,  obtained  by  com])etition  in  a  general  examination,  held 
yearly  and  open  to  all.  Every  French  youth  between  the  ajjes  ot  six- 
teen and  twenty  (or  if  in  tiie  army,  up  to  the  age  ot  twenty  five)  may 
offer  himself  as  a  candidate. 


MILITARY    ACADEMY    AT    WEST    POINT.  So 

"A  board  of  examiuors  passes  thron<4b  France  once  every  year  and 
examines  all  who  i)reseMt  tbeuiselves,  that"  possess  tbe  requisites  of 
age,  &c. 

"A  list  ofsucb  of  the  candidates  as  are  found  eligible  for  admittance 
to  the  Polytechnic  is  drawn  up  from  the  proceedings  of  the  board,  and 
submitted  to  the  Minister  of  War.  The  number  of  places  vacant  has 
alieady  been  determined,  and  the  minister  fixes  the  number  of  admis- 
sioi:s  ac<!0i<ling]y.  The  (;an(Udates  admitted  are  invariably  talien  in 
the  oi(b'r  of  merit.' 

All  tlie  successful  candidates  whose  parents  are  unable  to  maintain 
them  at  the  school  in  whole  or  in  p;irt,  are  su[)[)orted  by  the  state  to 
the  extent  necessary. 

''The  course  of  study  is  completed  in  two  years.  On  its  successful 
termination,  which  is  jireceded  by  a  final  examination,  the  students 
are  distributed  into  the  different  services,  the  choice  being  offered  them 
in  the  order  of  their  merit,  as  laid  down  in  the  classified  list  drawn  up 
afrer  the  examination.  If  it  so  happen  that  the  number  of  places  or 
the  services  which  can  l.e  offered  is  tiot  sufficient  for  the  number  of 
(pndified  students,  those  at  the  bottom  of  the  list  are  offered  service  in 
the  infinrry  or  cavalry,  and  those  who  do  not  enter  the  public  service 
are  supplied  \\ith  certificates  of  ha\iiig  passed  successfully  through  the 
school.  Students  who  have  been  admitted  into  the  school  from  the 
Army,  are  obliged  to  le-enter  the  army. 

"All  others,  as  has  been  s;iid,  have  the  light  of  choosing,  according 
to  their  position  on  the  list,  the  service  which  they  i»refer,  so  far,  that 
is,  as  the  number  of  vacancies  in  that  service  will  allow;  or  they  may, 
if  they  please,  decline  to  enter  the  public  service  at  all. 

"  Such  is  a  general  outline  of  the  ])lan  and  object  of  the  school.  AVe 
may  add  that,  besides  its  military  staff,  it  emi)loys  no  less  than  thirty- 
nine  professors  and  teachers  ;  that  it  has  four  boards  of  management ; 
and  that  ten  scientific  men,  unconnected  with  the  school,  and  among 
the  most  distinguished  in  France,  conduct  its  examinations.  Tlie  mag- 
nitude of  this  establishment  for  teachins:  may  be  estimated  by  the  fact 
that  the  number  of  i)npils  rarely  exceeds  three  hundred  ami  fifty,  and 
is  often  much  less."  ****** 

"  I.  The  ?dilitary  Establishment  consists  of — 

"The  commandant,  a  general  oflicer,  usually  of  the  artillery  or  the 
the  engineers.  ****** 

•  "A  second  in  command,  a  colonel  or  lieutenant-colonel,  chosen  from 
from  foriiier  pu{)ils  of  the  sciiool.  *  *  *  * 

"Three  captains  of  artillery  and  three  captains  of  engineers,  as 
ir.sjjectors  of  studies,  chosen  also  from  former  pupils  of  the  school. 

"Six  adjutants  [adjoiiits),  non  commissioned  othcers,  usually  such  as 
have  been  recommended  lor  promotion. 

''  II.  The  Civil  Establishment  consists  o( — 

"1.  A  director  of  studies,  who "  is  generally  a  civilian,  but  some- 
times nn  olfi(;er  of  engineers  or  artillery.  Ue  has  s}>ecial  superin- 
tendence of  all  edu(;ational  details. 

"  2.  Fifteen  professors,  viz  :  two  of  mathematical  analysis  ;  two  of 
mechanics  and  machinery;  one  of  descriptive  geometry;  two  of  phy- 
sics;  two  of  chemistry;  one  of  military  art  and  fortification;  one  of 
geodesy;  one  of  architecture ;  one  of  French  comi)osition  ;  one  of  Ger- 
man ;  one  of  drawing.  Of  these,  one  is  an  oflicer  of  the  staff,  another 
of  the  artillery,  and  a  third  of  the  navy  ;  two  are  engineeis-in  (;liief  of 
the  roads  and  bridges;  nine  are  civilians,  ol  whom  two  are  members 
of  the  Academv  of  Sciences. 


36  MILITARY    ACADEMY    AT    WEST    POINT. 

*'o.  Tliioe  (Irawinrj  masters  for  landscape  and  lisuie  drawing;,  one 
lor  machine  drawing;,  and  one  for  topopjrapbical  drawing. 

"4.  Nineteen  assistants  and  extra  assistant  teachers  (rr;>r/?7 (vn-.v  and 
rt'ju'titvnrs  adjoints),  whose  nanies  and  functions  are  both  peculiar. 

"5.  Five  examiners  for  admission,  consisting,  at  present,  of  one 
colonel  of  artillery  and  four  civilians. 

"(J.  Five  examiners  of  students  (civilans),  four  of  them  belonging 
to  the  Academy  of  Sciences. 

"  7.  There  is  also  a  separate  department  for  the  ordinary  manage- 
ment or  administration  of  the  affairs  of  the  school,  the  charge  of  the 
fabric,  and  of  the  library  and  museums,  and  a  medical  staff. 

"  III.  The  general  control  or  supervision  of  the  school  is  vested, 
under  the  War  Department,  in  four  great  boards  or  councils,  yiz  : 

"1.  A  board  of  administration,  composed  of  the  commandant,  the 
second  in  command,  the  director  of  studies,  two  professors,  two  cap- 
tains, and  two  members  of  the  administrative  staff.  This  board  has 
the  superintendence  of  all  the  financial  business,  and  all  the  miuutiaj 
of  the  internal  administration  of  the  school.* 

'•12.  A  board  of  discipline,  consisting  of  the  second  in  command, 
the  director,  two  professors,  three  captains  (of  the  school),  and  two 
captains  of  the  army  chosen  from  former  pupils.  The  duty  of  this 
board  is  to  decide  ui)on  cases  of  misconduct. 

'•3.  Aboard  of  instruction,  whose  members  are — the  commandant, 
the  second  in  cornmmd,  the  director,  the  examiners  of  students,  and 
the  professors ;  and  whose  chief  duty  is  to  make  recommendations 
relating  to  amelioratious  in  the  studies,  the  programmes  of  admission 
and  of  instruction  in  the  school,  to 

"4.  A  board  of  improvement,  charged  with  the  general  control  of 
the  studies,  formed  of — 

"The  commandant,  as  president. 

"The  second  in  command. 

"  The  director  of  studies. 

"  Two  delegates  from  the  department  of  public  works. 

"  One  delegate  from  the  naval  department. 

"One  delegate  from  the  home  department. 

"Three  delegates  from  the  war  department. 

"Two  delegates  from  the  Academy  of  Sciences. 

"  Two  examiners  of  students. 

"Three  prolessors  of  the  school." 

CONDITIONS  AND  EXAMINATIONS  FOR  ADMISSION. 

"  The  entrance  examination  is  held  yearly,  in  August.  The  most  im- 
]>ortant  conditions  for  admission  to  it  are  always  inserted  in  the  Moni- 
tciir  early  in  tlie  year,  and  are — 

"First.  All  candidates  must  be  bachelors  of  science. 

"Second.  All  candidates  (unless  they  have  served  in  the  army)  must 
have  been  as  much  as  sixteen  and  not  more  than  twenty  years  old  on 
the  1st  of  January  preceding. 

"Third.  Privates  and  uon-coinmissioiid  officers  of  the  army  must 
be  above  twenty  and  under  twenty  live  years  of  age,  must  have  served 
two  years,  and  have  a  certificate  of  good  conduct. 

"Fourth.  Candidates  who  propose  to  claim  i)ecuniary  assistance  (a 
bourse  or  denti  bourse)  must  present  formal  proofs  of  their  need  of  it. 

"  The  sul)Jects  of  the  entrance  examination  are  the  following  : 

"Arithmetic.  *  *  *  *  * 


MILITARY    ACADEMY    AT    WEST    POINT.  61 

"Geometry.  ****** 

"Algebra.  ****** 

"Plain  atitl  splierical  trigonometry.  *  #  * 

"Analytical  geometry.        #  #  *  #  * 

"Geometry  of  three  dimensions.     *  *  *  * 

"  J)escriptive  geometry.      ***** 
"Mechanics.  *      '        *  *  *  *  * 

"  Natural  ])hilosophy.  ***** 

"Chemistry,  the  elements;   French,  German,  drawing,  and  (option 

ally)  Latin." 

A  list,  in  the  order  of  merit,  of  those  found  qualified  for  admission 

is  submitted  to  the  Minister  of  War,  by  whom  the  appointnients   are 

made. 

THE   DIVISIONS   OF   THE   STUDEA'TS. 

"AiiT.  VI.  The  students  of  the  Polytechnic  School  form  a  battalion 
containing  two  divisions  or  companies.  The  tirst  division  consists  of 
those  students  who  follow  the  courses  allotted  to  the  second  year,  whilst 
those  of  the  second  division  attend  the  courses  of  the  first  year." 

They  are  taught,  though  without  arms,  the  ditTerent  military  ma- 
neuvers. 

"Art.  YII.  In  each  division  the  students  are  distributed  into  a 
certain  number  of  rooms  for  study  ;  of  dormitories,  for  sleep  ;  of  tables, 
for  meals  ;  and  of  laboratories,  lor  the  cheuiical  manipulations.  The 
whole  division  assembles  in  the  same  amphitheater  for  the  oral  lectures, 
and  in  the  same  class-room  for  the  drawing  lessons. 

"Art.  VIII.  The  places  occupied  by  the  students  in  every  part  of 
the  establishment  are  assigned  by  the  second  in  command,  in  i)ur- 
suance  of  an  order  issued  by  the  commandant;  no  pupil  is  allowed  to 
change  his  place  without  permission  from  the  above  officer. 

"Art.  IX.  In  each  company  the  staff  consists  of  a  captain,  an  adju- 
tant, a  sergeant  major,  a  quartermaster  sergeant,  and  six  sergeants  ; 
the  number  of  the  latter  may,  however,  be  increased  if  the  number  of 
studying  rooms  {sallcs  (Vetude)  shall  require  it. 

"Chapter  III.    The  Student  Officers. 

"Art.  X.  The  sergeant  majors,  quartermaj:ter  sergeants,  and  ser- 
geants  are   exclusively   chosen    from   among   the   students ,' they  are 

aDpointed  by  the  commandant. 

*"*  *  *  *  **  * 

"Art.  XII.  In  each  studying  room  {fiaUe  cV('tudc)  one  of  the  inipils 
bearing  a  grade  takes  the  i)laee  of  chief.  As  far  as  it  is  feasible,  a 
graded  student  is  also  placed  in  each  domitory,  in  each  laboratory,  and 
at  every  table. 

"In  case  of  there  being  more  than  one  in  any  of. these  places,  the 
title  of  chief  or  head  student  belongs  to  tlie  one  who  holds  the  highest 
place  of  merit." 

The  first  year's  course  of  study  is  divided  into  three  ])ortions;  two, 
of  about  four  months  each,  are  mainly  given  to  lecturing,  with  an  addi- 
tional fortnight  of  study  and  examination  ;  the  third  portion  consists 
of  two  months,  and  is  devoted  entirely  to  study  and  examinations. 

The  course  of  instruction  is — 

Analysis. 

Mechanics  and  machines. 


Oci  MILITAKV    ACADEMY    AT    WEST    POINT. 

Dt'sniptive  geometry. 

riiysics, 

("ht'inistiy. 

(iet)(li's_\ . 

Fu'iicli  litciiitiuf. 

(leiinaii. 

Figure  iiiid  laiidscMpe  (hawing. 

The  ('oiirse  of  the  set-oixl  3 ear  is  divided  in  the  same  manner  as  tlie 
tirst.     It  consists  of — 

Analysis. 

^lechanics  and  machines. 
•    Stereotoray. 

Cliemistry, 

Architecture  and  construction. 

Military  art  and  fuititi cation. 

Topography. 

French  literature. 

German. 

Figure  and  landsca[)e  drawing. 

'•The  method  of  scientific  teaching  has  been  peculiar  from  the  be- 
ginning. It  is  the  most  energetic  form  of  what  may  be  called  the 
repetltorial  system — a  method  of  teaching  almost  i)eculiar  to  France, 
and  which  may  be  described  as  a  very  able  combination  of  [)rofessional 
and  tutorial  teaching.  The  object  of  the  rcpctileur.  or  private  tutor, 
is  to  second  every  lecture  of  the  professor,  to  explain  and  fix  it  by 
ocular  (lemonsi;ration,  explanation,  or  examination.  This  was  a  pecu- 
liarity in  the  scheme  of  Monge  and  Fourcroy.  The  latter  said,  in  the 
tirst  i)rogramme:  'Our  pupils  must  not  only  learn,  they  must  at  once 
carry  out  their  theory.  We  must  distribute  them  into  small  rooms, 
where  they  shall  practice  the  plans  of  descriptive  geometry  which  the 
professors  have  just  shown  them  in  Iheir  public  lectures.  And  in  the 
same  manner  they  must  go  over  in  practice  {repctcront),  in  separate 
laboratories,  the  principal  operations  of  chemistry.'  To  carry  out  this 
system  the  twenty  best  pupils,  of  whom  Mr.  Biot  was  one,  were  selected 
as  rcpclitcnrs  soon  after  the  school  had  started.  Since  then  the  vacan- 
cies have  always   been   filled  by  young   but  competent   men,  aspiring 

themselves  to  become,  in  turn,  professors.'' 

*******  ** 

"  Working  on  its  first  idea  of  high  professional  lectures,  practically 
applied  tuid  explained  by  rcpetiteurn,  its  success  in  its  own  purely- 
scientific  line  was,  and  has  continued  to  be,  astonishing.  Out  of  its  six- 
teen earliest  professors,  ten  still  retain  an  European  name.  Lagrange, 
Monge,  Fourcroy,  La  Place,  Guy  ton  de  Morveau,  were  connected  with 
it.  Malus,  Hauy,  Biot,  Poisson,  and  De  Barante  were  among  its 
earliest  i)upils.  Arago,  Cauchy.  Cavaiguac,  Lamoriciere,  with  many 
more  modern  names,  come  later.  All  the  great  engineers  and  artillery- 
men of  the  empire  belonged  to  it;  and  the  long  pages  in  its  calendar 
of  distinguished  men  are  the  measure  of  its  influence  on  the  civil  and 
military  services  of  France.  In  fact,  its  pupils,  at  a  time  of  enormous 
demands,  sup|)lied  all  the  scientific  offices  of  the  army,  and  directed  all 
the  chief  public  w^orks,  fortresses,  arsenals,  the  improvements  of  cities, 
the  great  lines  of  roa(ls,  ship-building,  mining;  carried  out,  in  a  word, 
most  of  the  great  improvements  of  Napoleon.  He  knew  the  value  of 
his  school,  '  the  hen,'  as  he  called  it,  '  that  laid  him  golden  eggs,'  and 
pel  haps  its  young  i)upils  were  not  improved  by  the  excessive  official 
patronage    bestowed  by  him   upon   '  the   envy  of  Europe,'  '  the  first 


MILITARY   ACADEMY    AT    WEST    POINT.  39 

school  in  the  world.'  It  cannot,  however,  be  matter  of  surprise  that 
its  vifj^or  antl  success  should  have  caused  Frenchmen,  even  those  wlio 
criticise  its  influence  severely,  to  regard  it  with  pride  as  an  institution 
uurivaled  for  scientific  purposes." 

An  hour  and  a  half  is  assigned  to  the  lecture  upon  each  subject. 
The  first  half  hour  is  occupied  with  questions  put  by  the  professor  to 
the  students  relating  to  the  previous  lecture.  The  remaining  hour  is 
consumed  in  the  lecture,  rougli  notes  of  which  the  student  must  take. 
The  lecture  concluded,  the  pupils  are  conducted  to  the  study  halls,  each 
containing  from  eight  to  teu  students,  where  they  devote  one  hour  to 
completing  and  writing  out  iu  full  the  notes  of  the  lecture. 

The  professor  and  his  assistants,  the  repetiteurs,  make  the  circuit  of 
the  rooms  to  exi)lain  difficult  points,  ask  questions,  &c.  The  use  of 
text  books  is  not  allowed.  The  professors  require  the  students  while 
in  the  study  rooms  to  answer  questions  in  writing  on  the  course  at  the 
end  of  every  three  or  four  lectures.  The  repetiteiu's  examine  at  irreg- 
ular intervals  six  or  eight  students  every  ten  or  fourteen  days. 

At  the  close  of  the  course  in  each  branch  of  study  the  professor  and 
assistants  examine  the  students  in  sections  of  four  or  six.  At  these 
examinations  marks  are  affixed  to  each  student's  name  according  to  the 
nature  of  his  rei)li(S.  In  addition  to  thtse  ordinary  examinations  there 
is  an  annual  closing  examination,  which  is  conducted  by  sj)ecial  exam- 
iners, and  not  by  the  professors.  These  also  give  each  student  a  credit 
according  the  character  of  the  examination  he  passes.  The  value  at- 
tached to  the  different  branches  of  study  varies.  This  value  is  called 
the  coefficient  of  influence.  It  varies  likewise  for  the  same  branch  iu 
the  examination  by  the  rept'tUeur,  iu  the  examination  by  the  professors 
and  repetitetirs^  and  in  the  examination  by  the  examiners,  and  also  in 
the  practical  application.  By  combining  it  with  the  credit  obtained  in 
each  branch  of  study  the  numerical  amount  of  the  s  udent's  credit  is 
obtained. 

Any  student  whose  mean  credit  in  any  branch  falls  below  the  mini- 
mum allowed  for  that  branch,  or  whose  general  mean  credit  falls  below 
the  minimum  allowed,  is  excluded  from  the  school,  unless  he  has  been 
prevented  from  pursuing  his  studies  by  illness. 

During  the  second  year  the  general  examinations  include  the  chief 
subjects  of  both  years.  A  general  list  of  all  the  students  is  made  out, 
arranged  in  the  order  of  merit.  Formerly,  conduct  was  permitted  to 
exercise  some  influence  on  their  position,  but  that  is  no  longer  the  case. 
As  already  stated,  the  successful  graduate  has  the  right  to  choose  the 
branch  of  the  public  service  in  which  to  enter,  provided  there  is  a  va- 
cancy, iu  the  order  of  his  position  on  the  list.  Since  the  wars  of  the 
First  Emi)ire  those  at  the  head  of  the  list  have  generally  entered  into 
the  civil  rather  than  into  the  military  service,  the  former  being  much 
better  remuuierated. 

The  services  are  usually'  selected  in  the  following  order  : 

The  roads,  and  bridges,  and  mines ; 

Powder  and  saltpeter; 

Naval  architects  ; 

The  engineers  of  the  army  ; 

The  artillery  and  staff  corps ; 

The  hydrographical  corps,  &c. 

This  preference  of  the  civil  to  the  military  service  has  been  the  sub- 
ject of  frequent  complaints  on  the  part  of  the  military  authorities  to 
the  Minister  of  War.     No  steps,   have,  however  been  taken  by  the 


40  MILITARY    ACADEMY    AT    WEST    POINT. 

Frencli  Government  to  prevent  tlie  free  choice  of  a  profession   bein^ 
«:rant('(l  to  tbe  most  siu'ccssful  students. 

METHODS   OF   TEACHING — NATURE   OF   STUDIES. 

Till'  method  of  teaching'  lias  been  des(!i  ibed  ;  it  is  well  calculated  to 
develop  the  minds  of  the  gift«'d  portion  of  the  class;  but  as  it  recjnires 
the  whole  to  move  forward  at  the  same  i)ace,  all  the  i)ni)ils  to  carry 
their  stndies  in  each  branch  to  the  same  extent,  without  refjard  to  dif- 
ferences in  ability  and  power  of  application,  either  the  upper  portion 
of  the  class,  the  best  intellects,  must  be  kept  back,  restrained  from  ad- 
vancing as  far  as  they  are  capable  of,  or  else  the  lower  portion  must  be 
hurried  over  too  much  j;round,  and  can  acquire  only  a  superticial  knowl- 
edge of  the  subjects  tau<:ht,  or  will  be  exhausted  and  enfeebled  by  their 
elforts.  It  is  precisely  this  accusation  that  has  been  brought  against 
the  lower  half  of  the  class,  and  many  of  those  who  enter  the  scientific 
corps  of  the  army.  Jt  has  been  said  that  many  of  them  present  them- 
selves at  the  school  of  apidication  of  engineers  and  artillerists,  with  a 
superticial  knowledge  of  the  exact  sciences,  with  marks  of  premature 
exhaustion,  without  clear  ideas  of  the  object  of  much  that  was  taught 
them,  and  without  the  ability  to  apply  their  knowledge  to  practice. 

It  is  not  understood  that  such  complaints  have  been  made  of  those 
pupils  who  enter  the  civil  services,  and  in  the  contests  that  have  arisen 
as  to  the  best  mode  of  adapting  the  teaching  of  the  Polytechnic  School 
to  that  of  the  special  schools  of  application  to  which  it  conducts,  the 
advocates  of  less  abstract  studies  and  more  ])ractical  application,  of 
more  teaching  of  geometrical  methods  and  less  of  analytical,  have 
generally  been  oihcers  of  the  army. 

In  the  actual  practice  of  the  officer  of  engineers  in  France,  great  use 
is  made  of  geometrical  methods;  they  enter  largely  into  the  planning 
and  construction  of  forts,  field  works,  the  works  of  a  siege,  and  in  all 
constructions;  they  also  find  extended  application  in  the  duties  of  the 
artillerist.  It  is  not  surprising,  therefore,  that  the  officers  of  those 
arms  of  service,  and  the  authorities  of  the  engineer  and  artillery  school 
of  application  at  Metz  should  incline  to  substitute  geometrical  for 
analytical  methods,  and  be  disposed  to  attribute  the  defective  acquire- 
ments imputed  to  many  of  those  who  join  their  school  to  the  character 
of  the  studies  pursued  at  the  Polytechnic  School  rather  than  to  the 
method  of  teaching.  It  is  certain  that  they  have  charged  that  at  the 
Polytechnic  School  theory  was  jiushed  too  far;  that  there  was  not 
enough  application  of  theory  to  practical  examples,  and  that  too  much 
importance  was  given  to  the  mathematical  sciences,  and  especially  to 
analysis.  They  have  maintained  that  the  synthetical  methods  should 
be  used  concurrently  with  the  analytical ;  that,  besides  the  rigorous 
solutions  and  formula  the  approximate  methods  which  practice  had 
shown  to  be  necessary  or  convenient  should  be  taught;  that  at  the 
close  of  a  subject,  the  principal  applications  of  its  formula  should  be 
explained,  as  well  as  the  modifications  they  must  undergo  to  become 
applicable  to  practice. 

it  was  the  opinion  of  many  of  the  most  distinguished  men  of  science, 
that  the  course  of  instruction  at  the  Polytechnic  School  was  too  ex- 
tended, regard  being  had  to  the  term  of  study,  two  years.  That  the 
teaching  was  in  some  respects  too  abstract,  since  '^he  practical  applica- 
tion of  tlieorems  was  omitted  from  want  of  time  ;  that,  in  physics  partic- 
ularly, the  growth  of  science  has  caused  too  great  an  expansion  in  the 
teaching  of  that  department ;  that  the  teaching  in  analysis  and  mechaii- 


MILITARY    ACADEMY    AT    WEST    POINT.  41 

ics  was  too  miicU  extended  for  the  time  that  was  available  for  tbose 
subjects  ;  and  that  for  that  reason,  the  knowledge  of  them  acquired  had, 
in  any  case,  but  little  precision  or  practical  value,  and  was  soon  forgot- 
ten ;  that  analysis  had  always  been  and  should  always  be  one  of  the 
most  important  studies  of  the  school;  but  that  the  excessive  develop- 
ments it  had  received  were  originally  intended  for  the  voluntary  study 
of  the  most  advanced  pui)ils,  and  not  for  the  general  instruction  of  the 
whole  class;  that  geometrical  methods  offered  a  futile  means  of  simpli- 
fying demonstrations  and  giving  them  reality  ;  and  that,  in  course  of 
iustructioti  intended  for  engineers,  ihe  explication  of  analysis  to  geome- 
try should  be  included,  and  pains  should  be  taken  to  exhibit  the  rela- 
tions between  the  two  and  their  points  of  contact;  and  that  with  them, 
theory  should  be  rather  an  instrument  to  use  than  a  subject  to  investi- 
gate ;  that  the  course  of  mechanics  and  machines  should,  in  general,  be 
taught  rather  geometrically  tbaji  analytically;  rather  experimentally 
than  in  an  abstract,  tlieoric,  or  demonstrative  manner;  that  is  to  say» 
that  the  exposition  of  fundamental  principles  and  general  laws  should 
be  preceded  by  the  exposition  of  the  observations  or  experiments  which 
have  served  to  discover  them.  The  equations  or  formuhe,  which  are  the 
algebraic  translation  of  these  laws  should  be  established  a  posteriori, 
as  consequences  of  the  principles,  rather  than  a  priori,  as  tlie  result  of 
calculations,  ar.d  should  especially  be  adapted  to  the  wants  of  practical 
application. 

A  mixed  commission  of  distinguished  officers  of  the  arniy  and  men  of 
science  was  appointed  in  1850,  to  examine  the  subject  and  recommend 
such  changes  as  appeared  neeessaiy  in  the  studies,  and  revise  the  pro- 
grammes of  instruction. 

The  changes  they  effected  in  the  course  of  instiuction  were  chiefly  of 
the  character  indicated  in  the  0[)inions  of  the  men  of  science  that  have 
been  quoted. 

Some  of  the  defects  complained  of  by  the  officers  of  engineers  and 
artillery  were  found  to  be  attributable  to  other  sources  than  the  teach- 
ing of  the  Polytechnic  School.  One  of  these,  and  the  chief,  was  that  as 
the  students  had  already  received  commissions  in  the  army,  the  School 
of  Application  lacked  that  which  had  been  the  chief  stimulus  to  study 
in  the  Polytechnic,  the  reward  of  a  commission.  This,  doubtless,  would 
be  felt  to  a  greater  degree  in  the  United  States,  in  a  school  of  applica- 
tion, where  the  students  were  commissioned  ofticers.  So  far  as  we  have 
any  experience  in  schools  partaking  of  that  character,  it  leads  to  that 
conclusion. 

It  is  certain  that  the  Polytechnic  School  has  elevated  the  teaching  of 
the  French  schools,  aiul  has  produced  an  extraordinary  nuujber  of  emi- 
nent men  of  science;  has  given  a  very  high  scientific  education  to  the 
engineers  of  the  public  works  of  France,  and  has  rendeied  the  officers 
of  the  scientific  corps  of  the  French  army  superior  in  scientific  acquire- 
ments to  those  of  every  other  European  service. 

The  method  of  teaching  followed  at  West  Point  appears  to  be  well 
calculated  to  give  a  thorough  knowledge  of  the  course  of  studies,  and 
to  avoid  the  evils  attendant  upon  the  attempt  to  carry  all  the  pui)ils  of 
a  class  equally  far  in  every  branch  of  study.  In  common  with  the 
Polytechnic  School,  it  possesses  the  great  stimulating  power  of  highly 
rewarded  competition.  Each  class,  divided  into  sections  of  ten  or  twelve 
cadets,  makes  daily  recitations  from  text  books,  which  are  preceded,  ac- 
companied, or  followed  by  familiar  as  well  as  by  formal  lectures,  by  ex- 
periment, by  illustrations,  and  by  jiractical  ai)plication  in  those  branches 
to  which  this  mode  of  instruction  is  applicable.     Each  section  advances. 


42  MILITARY    ACADEMY    AT    WEST    POJNT. 

iiulepoiKK'iiil.N  of  the  other,  ;in(l  thus  a  considerable  disparity  of  acquire- 
uu'iit,  di'pi'iKh'iit  upon  the  capacity  and  ])o\ver  of  application  of  the 
l»upils,  may  exist,  the  more  advanced  extending  their  researches  to 
l!ie  lii^iher  branches  of  each  subject. 

Credits  are  assi<;ned  by  tlie  professor  oi'  assistant  at  each  recitation, 
and  tliese.  combined  with  the  credits  obtained  at  the  two  stated  exam- 
inations of  the  year,  form  the  basis  of  the  merit  roll  of  the  class. 

TIIK  .SCHOOL  OF  APl'MOATIO^  LOU  TIIK  AKTILLKKV  AND  ENCi  INEEUIN'G 

AT   METZ, 

"The  School  of  Application,  at  Metz,  is  the  coinpletion  of  the  Poly- 
technic scientific  training;  for  most  of  its  military  pupils.  They  are 
sub  lieutenants  on  admission,'' averajjina"  21  years  of  age,  "and  they 
l)ursue  during  two  years  a  course  which  is  partly  practical,  but  in  which 
theory  still  holds  a  [)rominent  j)la('e.'' 

******* 

"The  studies  of  artillery  and  engineer  officers  are  conducted  entirely 
iu  common  for  the  lirst,  and  for  two-thirds  of  the  second  year;  but  dur- 
ing the  remaining  third  they  diverge  widel}'.  Yet  even  at  Metz  the  in- 
struction of  oilicers  for  the  special  arms  is  not  held  to  be  cotnpleted. 
They  Join  their  regiments  ui)ou  leaving,  and  are  esuployed  in  practical 
exercises  with  troops  till  they  obtain  the  rank  of  Second  Captain  iu 
their  respective  arms;  then  the  training  of  artillery  officers,  apart  from 
their  men  is,  in  a  certain  sense,  resumed  ;  they  are  sent  to  the  arsenals, 
foundries,  and  manufactories  of  aims." 

The  schools  of  ai)plicatiou  for  engineers  and  artillerists  were  sup- 
pressed at  the  beginning  of  the  revolution,  but  upon  the  occurrence  of 
the  wars  that  soon  followed  provisional  schools  were  established  to  give 
a  brief  course  of  rapid  instruction  to  the  ofticers  needed  for  the  protec- 
tion of  the  invaded  frontier.  Subsequently  these  were  made  more  per- 
manent, connected  with  the  Polytechnic,  and  finally  established,  in  1802, 
at  .Metz. 

There  are  usually  140  or  150  students,  consisting  of  two  classes  of 
about  equal  numbers.  The  system  of  instruction,  of  examinations,  and 
of  credits  is  generally  the  same  as  at  the  Polytechnic,  except  that  there 
are  no  repctiteurs.  A  riding  school  is  attached  to  the  establishment,  and 
drill  exercises  and  riding  are  practiced  daily.  Much  greater  liberty  is 
allowed  the  students  than  at  the  Polytechnic.  They  are  sent  upon  sur- 
veying expeditions,  and  to  measure  and  sketch  machines  in  manufacto- 
ries. These  expeditious  never  occupy  more  than  ten  days  at  a  time. 
Field  fortiticatious  and  siege  works  are  actually  laid  out  upon  the  ground, 
and  portions  of  the  work  in  full  relief  are  executed.  The  practical  train- 
ing is  not  extended,  being  merely  sufficient  to  enable  the  elcvcs  to  com- 
mence their  duties  as  officers  understandingly. 

THE    STAFF   AND    GOVERNMENT. 

"The  staff  of  the  institution  consists  of — 

"  One  general  officer,  at  present,  a  general  of  brig.ide  of  artillery,  as 
commandant. 

"One  colonel  or  lieutenant-colonel,  second  in  command  and  director 
of  studies,  at  present  a  lieutenant-colonel  of  engineers. 

"  One  major  of  artillery. 

"  One  major  of  engineers. 

"  Five  cai)tains  of  artillery. 


MILITARY    ACADIMY    AT    WEST    POINT.  43 

"  Three  captains  of  engineers!. 

"  One  surgeon  [medwiii  major). 

''The  commandant  is  taken  alternately  from  the  artillery  and  engi- 
neers, and  the  command  lasts  for  five  years  only. 

"The  second  in  command  is  always  chosen  from  that  arm  of  the 
service  which  does  not  sui){)ly  the  commandairt. 

"The  inferior  officers  of  each  rank  are  taken  in  e(inal  numbers  fiom 
the  two  arms. 

"  Tiie  staff  of  instructors  is  as  follows: 

"  One  professor  of  artillery,  at  present  a  captain  of  artillery. 

••  One  assistant  ditto,  also  a  cai)tain  of  artillery. 

"One  professor  of  military  art,  charged  with  the  (;ourse  of  military 
legislation  and  administration  (a  captain  of  engineers). 

"  One  i)rofessor  of  permanent  fortification  and  of  the  attack  and  de- 
fense of  places  (a  captain  of  engineers). 

"  One  assistant  ditto  (a  captain  of  engineers). 

"  One  professor  of  the  conrse  of  topography  and  geodesy  (a  captain 
of  engineers). 

"  One  professor  of  sciences  a[)plied  to  the  military  arts. 

'■  One  professor  of  mechanics  applied  to  machines  (a  captain  of  artil- 
lery). 

"  One  professor  of  the  course  of  construction  (a  ca[itain  of  engineers). 

"  One  assistant  ditto. 

"  One  professor  of  the  German  language  (a  civilian). 

"  One  inofessor  of  the  veterinary  art  and  riding  (a  ca[)tain  of  artil- 
lery). 

"  One  assistant  ditto  (a  civilian). 

"One  drawing  mastei,  chief  of  the  diawing  department  (a  civilian). 

"In  all,  nine  professors,  four  assistant  prolessors,  and  one  diawing 
master. 

"  The  school  employs,  in  addition,  an  administrative  staff,  consisting 
of— 

"A  tieasurer.  ^  Both  of  whom   must  have  been  officers  in  the  artil 

"A  librarian.  J      lery  or  engineers. 

"  A  principal  clerk. 

"An  assistant  librarian. 

"Two  storekeepers,  intrusted  with  the  niafrriel  belonging  to  the  two 
arm». 

"  Oae  skilled  mechanic. 

"  One  skilled  lithogra[)her. 

'■'  One  fencing  master. 

"  Clerks  and  draughtsmen  aie  provided  as  required. 

"  The  school  is  under  the  general  superintendence  of  two  boards  or 
councils,  the  superior  council  and  the  administrative  council. 

"  The  superior  council  consists  of  the  general  commandant,  as  presi- 
dent: the  second  in  command,  the  director  of  stuilies,  as  vice  president; 
the  mnjor  of  artillery  and  the  major  of  engineers  as  peruianent  members; 
two  ca[)tains  of  the  establishment,  one  of  each  arm  ;  two  military  pro- 
fessors, one  of  each  arm  ;  and  one  captain  of  the  establishment ;  these 
five  last  being  all  removable  at  the  general  inspections. 

"  The  superior  council  has  the  duty  of  drawing  up  the  programme  of 
the  studies  of  the  year,  of  suggesting  changes  in  the  regulations  relat- 
ing both  to  studies  and  discipline;  all  sui)ject  to  the  approval  of  the 
Minister  of  War." 

The  administrative  council  takes  cogiiiz  uice  of  the  fiirincia'  and  other 
bnsinciss  matters  of  the  school. 


44  MILITARY    ACADEMY    AT    WEST    POINT. 

SUBJECTS   AND    METHOD   OF   STUDY. 

''  Tlio  studios  at  Metz  consist  of  topojiiapliy  ami  geodesy,  inclinliiiii- 
inilitaiy  drawing  and  surveying  under  special  circuinistances ;  Held  t'or- 
tilieation.  military  art  and  legislation,  permanent  fortitication,  and  the 
attack  and  defense  of  fortitied  places,  accompanied  by  a  sham  seige;'* 
*  ♦  *  "  architecture,  as  ai)plical)le  to  military  buildings 

and  fortifications;  the  theory  and  i)ractice  of  construction,  and  artil- 
lery." *  *  «  "The  instruction  is  given  principally  (as 
at  the  Polytechnic)  by  means  of  a  series  of  lectures,  and  the  knowledge 
which  the  students  have  aecpiired  is  first  directly  tested  by  requiring 
them  to  execute  vaiious  kinds  of  surveys  of  ground,  either  with  or 
without  the  use  of  instruments;  to  i)repare  dra-.vings  of  buildings, 
workshops,  and  nmchines  in  full  detail  (plan,  elevation,  and  sections) 
from  the  measurements  they  have  recorcled  in  their  note-books  or  on 
their  sketches,  and  to  acconii)any  such  drawings  with  descriptive 
memoirs  of  all  particulars  and  calculations  that  may  be  necessary  to 
exhibit  their  purpose  or  efficiency;  to  draw  up  projects  and  lay  out 
works  of  field  and  permanent  fortification,  or  of  those  of  attack  or  de- 
fense of  a  particular  place  on  certain  given  data,  or  according  to  the 
nature  of  the  ground  ;  to  design  a  military  building,  bridge,  machine, 
or  piece  of  ordnance,  accompanied  by  estimates  and  descriptive  me- 
moirs, showing  in  what  manner  the  instructions  and  conditions  under 
which  it  was  drawn  up  have  been  complied  with;  and  to  prej^are  a 
project  for  the  amelioration  of  the  works  of  defense  of  a  specified  por- 
tion of  a  fortitied  place  known  to  be  defective  in  some  respects. 

"The  instruction  during  the  first  year's  residence  is  common  to  the 
two  arms,  and  the  time  is  apportioned  in  the  following  manner,  viz  : 

])nys. 

"  Military  art  and  legislation -     '^>'i 

"  Toi)ography  and  geodesy 47 

'•'  Field  fortitication 30 

"  Permanent  fortification 8H 

"  Theory  and  practice  of  construction 77 

"  Total : liSl 


"  The  sous  lieutenants  w  ho  complete  their  first  year's  work  are  allowed 
nearly  a  mouth's  vacation  during  November. 

"The  instruction  given  to  the  artilleiy  and  engineers  during  the 
second  yeai's  residence  is  not  entirely  the  same.        *  *  * 

Artil'y.     Eng's. 
Days.       Days. 

"  Military  art  and  legislation 2  2 

"  Topography  and  geodesy  28  28 

"  Attack  and  defense  of  places 44  44 

"  Permanent  fortification 44  129 

•^  Artillery,  macliines,  &c 81  — 

"  Theorj"  and  practice  of  construction 40  4li 

24.J       245 
' •  Brought  forward  from  last  year   284       284 

"  Total 529      529 


•'There  is  a  short  course  on  the  veterinary  art." 


MILITARY    ACADEMY    AT    WEST    POINT.  45 

FINAL   EXAMINATION. 

♦' Tlie  examiiiiitiou  wliich  takes  place  prior  to  their  leaviiio-  the 
sehool  of  ai)pIieatioii  is  entirely  conducted  by  a  board  ot  six  olHcers, 
uu<ler  the  presidency  of  a  general  officer  alternately  of  the  artillery  or 
4Migineers,  the  remaininj;  members  of  the  board  consisting  of  a  general 
■cliicer  of  each  cori)s  and  three  field  otiicers  of  these  cori)s,  the  last  three 

being  specially  charged  with  the  duty  of  examining, 

*  '  *  *  *  *  *  * 

"The  three  examining  members  conduct  the  examination  of  the 
students  in  three  branches  of  study  ;  the  first  more  i>articularly  relating- 
to  artillery  science,  the  second  to  engineering  science,  and  the  third  to 
meciianical  science  in  its  connection  with  the  art  of  war.  Tl>e  whole  of 
the  students  who  are  to  leave  the  school  are  tirst  examined  in  such  one 

or  other  of  these  branches  of  study  as  may  be  determined  on. 

*  #  *  '*"*  *  * 

"The  final  classification  in  the  order  of  merit,  in  each  arm  of  the 
service,  is  arranged  after  a  comi)arison  of  the  total  of  marks  obtained 

by  each  student. 

******* 

"  The  coefiicients  of  influence  for  the  preseut  year  are  : 

"  For  those  particularly  relating  to  artillery  science  . .   . .    39.29 

"  For  those  particularly  relating  to  engineering  science 53.75 

"  For  those  ])arti<;ularly  relating  to  mechanical  science 43.00 

"  For  talent  in  drawing,  sketching,  writing  memoirs,  &c O.SO 

"  For  ])ractical  exercises 1G.75 

"  Previous  classification  in  the  school 45.30 

"So  that  the  examination  conducted  by  the  jury  of  examiners  exer- 
cises an  influence  on  the  position  of  the  students  very  nearly  approach- 
ing to  two-thirds  of  the  whole  amount. 

It  is  this  final  classification  which  determines  their  seniority  in  the 
respective  services."  ****** 

SUBSEQUENT   INSTRUCTION   AND   EMPLOYMENT. 

"On  quitting  the  School  of  Application  at  Metz,  the  sub  lieutenants 
of  artillery  and  engineers,  respectively,  join  the  regiments  to  whi(!h 
they  are  then  definitely  assigned  as  second  lieutenants,  and  continue 
to  be  employed  in  doing  duty,  and  in  receiving  practical  instruction 
with  them,  until  they  are  promoted  to  the  rank  of  second  captain. 

"The  lieutenants  of  the  artillery  are  employed  on  all  duties  that 
will  tend  to  make  them  efficient  artillery  officers,  and  fully  acquainted 
with  all  details  connected  with  the  drill,  i)ractice,  and  maneuvers  of  the 
artillery,  and  also  with  the  interior  econoujy  and  discii)line  of  a  regi- 
ment of  artillery. 

"  After  the  officers  of  artiUery  are  promoted  to  the  rank  of  second 
captain,  but  not  before,  they  are  detached  Irom  their  regiments,  and 
successively  sent  info  the  various  arsenals,  cannon  foundries,  powder 
mills,  and  small-arm  manufactories,  p.yrotechnic  estiiblishments,  and 
workshops,  in  order  that  they  may  become  i)ractically  acquainted  with 
the  whole  of  the  processes  connected  with  the  manufacture  and  supply 
of  artillery,  rockets,  small  arms,  powder,  material  of  all  kinds,  tools, 
&c.,  and  also  with  the  construction  and  rei);iir  of  the  buildings  and  fac- 
tories required  for  these  purposes.  Sometimes  they  are  employed  as 
assistants  in  these  establishments.     TIm;  ins[)ectors  of  the  arms  of  regi- 


4G  MILITARY    ACADEMY    AT    W'V.HT    POINT. 

iiM'iits  iiir  .st'l«'cte(l  fioiii  junoii^'  iliosc  w  lio  liavr  bocoinc  acciuaiiited  with 
the  tiiiiiiiitiicture  oi'suiiill  aims. 

"When  iJidinotctl  to  first  captains  they  ajiain  rejoin  tlicir  re<i;ini('nts, 
so  that  th«'_v  iiinst  not  h)se  the  (jnalilications  anci  kno\vU'(l<;e  r(<iniied 
lioni  a  fjood  i)iacti(al  aitilk'iy  oflicer."' 

THE    SCHOOL   OF   APl'LICATION   FOR   THE   STAFF. 

The  Fienel)  stall  is  the  center  fioin  which  issue,  and  to  whii;ii  are  ad- 
dressed, all  orders  and  inilitury  correspondence. 

The  duties  of  the  chiet  of  the  stall  of  a  French  army  corps  are,  "to 
transmit  the  orders  ot  the  jzeneral ;  to  execute  those  wliich  he  receives 
from  him  personally,  for  field  woiks,  pitching  camps,  reconnaissances, 
visits  of  j»osts,  «S:('. ;  to  coirespond  with  the  commanding  ofliceis  of  the 
artilleiy  and  the  engineers,  and  with  the  commissaii  it,  in  order  to 
keep  the  general  exactly  inlormed  of  the  state  of  the  difterent  branches 
of  the  service  ;  to  be  constantly  in  (!ommiinication  with  the  ditltrent 
corps,  so  as  to  be  perfectly  master  of  everything  relating  to  them  ;  to 
preiiare  for  the  commander-in  chief,  and  for  the  Minister  of  War,  re- 
turns of  the  strength  and  position  of  the  different  corps  and  detach- 
ments, reports  on  maiches  and  operations,  and,  in  short,  every  neces- 
sary information.  ****** 

"'The  officers  of  the  stall"  may  further  be  charged  with  the  direction 
of  field  works  thrown  up  to  cover  camiis  and  cantonments. 

♦  *  *  *  *  *  * 

"The  war  depot  (depot  de  la  guerre),  was  loiindeti  for  the  purpose  of 
(Collecting  and  preserving  military  historical  papers,  reconnaissances, 
memoirs,  and  jilans  of  battles;  to  preserve  plans  and  manuscript  maps, 
useful  for  military  purposes,  and  to  have  them  copied  and  published. 

"  It  is  divided  into  two  sections — one  charged  witii  trigonometrical 
surveying,  topograjihy,  |)1hu  drawing,  and  engraving;  the  other  with 
historical  composition,  military  statistics,  the  care  of  the  library,  the 
archives,  i)lans,  and  maps.  Each  of  these  sections  is  under  the  direction 
of  a  colonel  of  the  stall  cori)s,  who  has  under  his  orders  several  offners 
of  his  corps. 

"The  war  depot  has  taken  a.  large  share  in  the  preparation  of  the 
map  of  France.'' 

The  only  means  of  entering  the  staff  corps  is  through  the  Stall' School 
of  Application".  Of  the  fifty  studeniofiHcers  which  the  stdiool  of  appli- 
cation usually  contains,  twenty  five  lea\e  annually  to  enter  the  staff 
corps,  and  are  re|)laced  by  an  equal  number. 

"  Entrance  into  the  School  of  Ajjplication  for  the  Stall  Corps  may  be 
consideied  the  reward  of  proficiency  at  St.  Cyr,  the  twenty-two  best 
pupils  of  which,  together  with  three  Iroip  the  Polytechnic,  constitute 
the  ordinary  yearly  admission  to  this  shool.  Strictly  speaking,  indeed, 
the  twenty-seven  best  pupils  from  St.  Cyr  compete,  for  the  entrance  to 
the  stafl  school,  with  an  equal  number  of  sublieutenants,  who  may 
obtain  ]ermission  from  their  commanding  officer  to  ai)pear  as  candi- 
dates,    i'ut  we  were  informed  that  few,  if  any,  now  present  themselves. 

'•  Tlie  couise  of  tea(;hing  lasts  for  two  years,  no  less  than  eighteen 
professors  being  employed,  and  the  princi[)al  studies  being  to[)ogra]>hy, 
military  art,  and  fbrtitication.  The  i)npils  are  caielully  ranged  in  the 
order  ot  merit  at  their  diHerent  examinations,  and  enter  the  staff  corps 
according  to  the  places  they  finally  obtain.  Immediately  on  leaving  tlie 
school  they  are  made  lieutenants,  and  are  then  sent  to  the  infantry  to 


UWIVtKOl  I  » 

MILITARY    ACADEMY    AT    WEST    POINT 

do  duty  for  two  years;  and  at  the  exi)iration  of  this  time  are  attached, 
for  an  equal  i)eriod,  to  the  cavalry.  They  may  finally  be  sent,  but  are 
not  necessarily  so,  lor  a  year,  to  the  artillery  or  engineers. 

*  *  *  *  *  »  * 

"  The  staff  of  the  school  is  coinjiosed  as  follows  : 

"  The  commandant,  a  j>eueral  of  brigade. 

"  The  second  in  command,  director  of  the  studies,  a  i  olonel  or  lieuten 
ant-colonel  of  the  staff  corps. 

"A  major  of  the  staff  corps,  charged  with  the  superintendence  of  the 
interior  economy  and  the  drills  and  exercises.  Three  cai)tains  of  the 
same  corps,  charged  with  the  details  of  the  interior  economy  of  the 
school,  and  to  assist  the  major  in  the  instruction  of  the  ofticers  in  their 
military  <luties.  The  captains  are  lequired  to  take  the  ilirection  of  a 
portion  of  the  topographical  works  on  the  ground. 

"A  medical  ofticer. 

"  Thirteen  military  professors,  or  assistant  i)iofessors,  viz  : 

"A  major  or  captain,  i)rofes8or  of  applied  descriptive  geometry. 

"A  major  or  captain,  professor  of  astronomy,  physical  geography,  and 
statistics. 

"A  major  or  captain,  professor  of  geodesy,  and  topograp'ny. 

"A  major  or  cai)tain  of  engineers,  professor  of  fortification. 

"A  major  or  cai)taiu  of  artillery,  professor  of  the  instruction  lelative 
to  his  arm. 

''A  U)ilicaiy  sub  intendant,  professor  of  n)ilitary  legislation  and  ad- 
ministration. 

'•A  maj'»r  or  captain,  professor  of  military  art. 

"A  captain,  assistant  professor  of  descriptive  geography,  charged  also 
to  assist  the  piofessor  of  fortification. 

"A  captain,  assistant  professor  ot  topography,  charged  also  to  assist 
the  professor  of  geograi)hy. 

"A  major  or  captain  of  cavalry,  professor  of  equitation  ;  he  acts  under 
the  imujediate  orders  of  the  major  of  the  college. 

'"Two  lieutenants  or  second  lieutenants  of  cavalry,  assistant  profes- 
sors of  equitation. 

"An  ofticer  of  cavalry,  of  the  same  rank,  acting  as  paymaster  to  the 
riding  detachment. 

"The  non-military  professors  are  : 

"Two  professors  of  drawing. 

"  Two  i)rofessors  of  German. 

"A  piolessor  of  fencing.'" 

There  are  no  rci)c(iteurs. 

"One  hundred  and  forty-tive  horses  are  kei)t  f(U'  the  use  of  the  stu- 
deut-otficers,  and  eighty  two  men  belonging  to  the  cavalry  to  look  after 
them. 

"Both  the  studies  and  examinations  at  the  staff  school  hold  ai:  inter- 
mediate place  between  those  of  the  Polytechnic  and  St.  Cyr,  being  less 
abstract  than  the  former,  and  higher  and  more  difBcuIt  than  the  lattei." 

The  examiiuition  for  admission  to  the  school  of  the  statf  takes  place 
before  a  commission  of  officers  composed  of — 

"A  lieutenant  general  president,  appointed  by  the  ^Minister  of  \\'ar. 

"  The  director  or  chief  of  the  l>epot  de  la  Guerre. 

"  The  comnmudant  of  the  School  of  Application. 

"Four  colonels  or  lieutenant-colonels  of  the  statf,  appointed  by  the 
Minister  of  War. 

"  A  field  officer,  chosen  from  among  the  officers  employed  at  the  De[)ot 
de  la  Guerre,  as  a  iiermanent  secretary. 


a  o 


48  MILITARY    ACADEMY    AT    WEST    POINT. 

"This  com  mission  is  also  (•liarf,aMl  witii  driuvitifj  up  ami  jiroposinj? 
reg;uIatioiis  lor  the  approval  of  the  i\Iiriister  of  War,  (ioiiccriiing  the  in- 
terior orjiiinizatiou  ami  the  course  of  study  to  be  followed  in  the  school, 
and  to  niake  changes  iu  the  programmes  for  admission  and  for  leaving 
the  school. 

"  A  very  detailed  account  of  the  subjects  of  the  entrance  examination 
is  drawn  out  and  inserted  in  the  Journal  Militaire  and  the  Moniteur 
every  year.     The  followinji^  are  the  subjects: 
"  1.  Tiig(»n()metry  and  Topo^i^raphy. 

l\egular  topogra[)hy — the  measuring  of  plane  surfaces  and  level- 
Irregular  topography,  plane  trigonometry. 
"4.  Militarv  art  and  history,  including — 

'•  {<(.)  Ilistoi'y  of  military  institutions  at  the  chief  periods. 
'•  (b.)  Present  composition  of  the  French  ami}'. 
"  (c.)  Organization  of  an  army  in  the  field. 

''  [d.)  History  of  some  of  the  most  memorable  campaigns,  as  those 
of  179G  and  1797,  in  Italy,  and  of  ISO."")  and  180D,  in  Ger- 
many. 
*' 5.  Artillery  and  stneuce  of  projectiles. 
"6.  Field  fortification  and  castrametatiou. 
"  7.  Permanent  fortification. 
''  8.  Military  legislation, 
'•9.  IMilitary  administiation. 
"  10.  jManeuvers. 
•'11.  German  language. 
''  12.  Drawing. 
"The  marks  assigned  and  the  influence  allowed  to  each  of  these  sub- 
jt'cts  are  the  same  as  those  given  iu  the  final  examination  at  St.  Cyr. 
The  entrance  examination  places  the  students  in  order  of  merit. 

"  TDE   STUDIES. 

''  All  the  details  of  the  teaching  are  in  the  hands  of  a  council  of  in- 
struction similar  to  that  of  the  Polytechnic,  and  consisting  of  the  gen- 
eral commandant  (president),  the  director  of  studies,  and  three  military 
professors  ai)i)ointed  yearly  by  rotation.  Other  professors  and  assistant 
professors,  or  ofticers  of  the  staft"  of  the  school,  may  be  called  in  to  assist 
the  council ;  but,  except  in  deciding  the  list  at  au  examination,  they 
have  no  votes. 

"  This  council  does  not  interfere  directly  with  the  administration,  the 
common  work  of  the  school.  It  draws  up,  indeed,  the  list  of  lectures, 
making  any  alteration  in  them  or  in  the  books  to  be  used  which  may 
seem  from  time  to  time  desirable;  but  the  otticer  accountable  for  the 
daily  working  of  the  school  is  the  director  of  studies." 

The  work  for  three  months  iu  the  year  is  almost  entirely  in  the  open 
air,  consisting  in  making  plans  and  military  sketches;  eight  months  are 
devoted  to  the  in-door  studies;  one  mouth  to  the  examination. 
The  subjects  of  study  are — 

During  the  lirst  year:  Applied  descriptive  geometry. 
AstroTiomy. 
Military  topogra[)hy. 
Field  fortification. 
The  military  art  and  tactics. 
Military  administration  and  legislation. 
Maneuvers. 


MILITARY   ACADEMY    AT    WEST    POINT.  49 

Drawing. 
*  The  German  language. 

Keeping  memorandum  books. 
Kiding  and  veterinary  art. 
Fencing,  infantry  drill,  and  cavalry  drill. 
During  the  second  year  :  Military  geography  and  statistics. 

Geodesy  and  topography. 
Artillery. 
Field  fortification. 
Military  administration. 
Military  art. 
Maneuvers. 

The  German  language. 
Drawing. 
Keeping  of  notes. 
Riding  and  veterinary  art. 
Fencing,  infantry  drill,  and  cavalry  drill. 
There  are  two  examinations  each  year  conducted  by  a  board  consist- 
ing of  the  general  commandant  or  the  director  of  studies,  the  professor 
of  the  course  examined  in,  and  two  ofiicers  appointed  by  the  council  of 
instruction. 

Credits  are  given  as  in  the  other  schools,  and  a  list  of  the  students  is 
made  out  in  the  order  of  merit. 

Prior  to  admission  into  the  staff  corps  the  students  are  obliged  to  pass 
an  examination  before  the  consulting  committee  of  the  staff  corps,  con- 
sisting of — 
"  Three  generals  of  division  on  the  staff. 
"  Three  generals  of  brigade. 
"  Three  colonels  of  the  staff. 

"Five  lieutenant  colonels,  including  the  secretary. 
"The  professors  belonging  to  the  school  may  be  called  in  to  assist  at 
this  examination,  and  when  it  is  concluded,  the  consulting  committee 

proceeds  to  the  definitive  classification  of  the  student  officers. 

******* 

"  Every  student  officer  who,  in  this  examination  for  leaving,  has  not 
obtained  the  half  of  the  maximum  number  of  numerical  credits  is  con- 
sidered to  be  inadmissible  to  the  staff  corps. 

"This  classified  list,  prepared  by  the  consulting  committee  of  the 
staff  corps,  fixes  the  position  of  the  student  officers  in  order  of  merit, 
and  according  to  this  order  of  merit  they  enter  the  staff  corps.  The 
committee  reports  to  the  Minister  of  War  the  names  of  the  student 
officers  that  are  not  eligible  for  the  staff  corps." 

Re7)iar1is. 

This  review  of  the  French  military  schools  will  probably  serve  to 
give  an  idea  of  the  character  of  the  education  considered  necessary  for 
an  officer  of  the  French  army,  and  the  length  of  time  required  to  ac- 
complish it. 

The  mode  of  gaining  admission  into  their  military  schools  is  entirely 
different  from  ours.  The  qualifications  for  admission  to  the  West 
Point  Academy  are  merely  reading,  writing,  and  arithmetic,  and,  for 
reasons  stated  elsewhere  at  lengtii,  it  is  not  considered  desirable  that 
either  the  qualifications  or  tlie  mode  of  appointment  should  be  changed. 
The  students  of  St.  Cyr  and  the  Polytechnic  enter  those  schools  with 
an  amount  of  knowledge  and  acquirement  the  equivalent  of  which  is 
scarcely  attained  at  the  end  of  the  first  year  at  West  Point. 
S.  Mis.  3 4 


50  MILITARY    ACADEMY    AT    WEST    POINT. 

The  study  of  the  mathematics  at  West  Poiut  is  carried  to  about  the 
sauie  extent  as  at  the  rolytechnic ;  and  the  same  remark  may  be  ap- 
plioil  to  tlie  study  of  mechanics  and  i»hysics.  In  militaiy  literature,  mil- 
itary history,  and  military  jnreo^iraphy  and  statistics,  which  constitute 
nearly  half  the  course  at  St.  Cyr,  West  Point  is  very  deticient ;  nor 
does  it  iqual  St.  C\vr  in  the  stu«iy  of  military  art,  although  in  physics, 
fortification,  and  artilleiy  it  much  exceeds  it. 

In  field  and  permanent  fortitications,  construction,  machinery,  artil- 
lery, and  the  military  ait,  the  course  at  West  Point  is  less  extended 
than  at  Metz.  In  astronomy  the  course  at  West  Point  is  at  least  equal 
to  that  of  the  school  of  the  staff;  while  in  field  fortification,  military- 
art,  and  administration  it  is  considerably  less.  In  geodesy  and  topog- 
raphy but  very  little  excej)t  the  drawings  of  the  latter  is  taught  at 
West  Point,  but  the  Commission  has  recommended  a  programme  of  a 
course  of  instruction  in  which  those  subjects  enter  in  as  extended  a 
form  as  can  be  admitted  in  a  term  of  five  years,  though  not  as  thorough 
as  the  course  taught  at  the  School  of  the  Staff.  Instruction  in  draw- 
ing at  West  Poiut  is  sufficient  for  the  wants  of  an  officer  of  any  corps, 
although  topographical  drawing  iu  the  field  is  but  little  practiced,  and 
the  application  of  drawing  in  fortification  is  not  nearly  so  extensive  as 
at  Metz. 

At  West  Point  there  is  much  less  practical  application  in  the  fiild  of 
field  fortification,  siege  work,  batteries,  and  surveying  than  at  Metz 
or  the  School  of  the  Staff.  It  can  scarcely  be  said  there  is  any  in  geod- 
esy, topography,  and  reconnaissance. 

In  tactics,  maneuvers,  riding,  and  infantry,  cavalry,  and  artillery  ex- 
ercises, the  cadets  of  West  Point  are  certainly  not  less  proficient  than 
the  students  of  St.  Cyr,  the  School  of  the  Staff,  and  the  School  of 
Metz.  Two  foreign  languages  are  taught  at  West  Point ;  one,  in  the 
French  schools.  Instruction  iu  the  English  language,  ethics,  and  law 
extends  over  three  years  at  West  Point.  French  literature  forms  part 
of  the  course  in  the*^  two  years  at  the  Polytechnic,  and  military  litera- 
ture part  of  the  course  in  the  first  year  at  St.  Cyr,  but  there  is  no  liter- 
ary course  at  either  Metz  or  the  School  of  the  Staff, 

in  the  course  of  instruction  recommended  by  the  Commission  for  the 
United  States  Military  Academy,  the  study  of  military  art,  history,  and 
geography  is  increased  ;  practical  field  application  in  engineering  is 
extended  ;  and  that  in  geodesy,  topography,  and  reconnaissance  is  intro- 
duced. Thus  it  is  perceived  that  the  United  States  Military  Academy, 
receiving  students  with  low  qualifications,  requires  a  year  to  bring  them 
nearly  to  the  standard  of  those  that  enter  the  French  elementary  mili- 
tary schools  ;  that  the  instruction  iu  the  remaining  four  years  combines 
the  most  essential  parts  of  the  courses  of  instruction  at  the  two  ele- 
mentary schools  and  two  schools  of  application  of  France,  to  which  it 
will  more  nearly  assimilate  when  the  revised  programme  is  adopted  ; 
that  a  less  comprehensive  course  would  not  give  the  education  required 
for  the  performance  of  the  duties  of  an  officer  of  our  Army,  who — it 
has  been  already  shown — should,  whatever  his  corps  or  arm,  receive  the 
instruction  necessary  to  form  the  infantry,  cavalry,  artillery,  engineer, 
and  staff  officer.  It  is  likewise  evident  that  to  compress  those  studies 
Dto  a  shorter  space  of  time  is  impracticable. 

In  many  respects  the  United  States  Military  Academy  resembles  the 
Polytechnic  school.  It  receives  alike  the  sons  of  the  rich  and  poor,  the 
sons  of  the  distinguished  and  of  the  unknown.  Its  standard  of  scien- 
tific instruction  is  as  high.  It  has  the  same  powerful  stimulus  to  ex- 
ertion in  the  high  reward  it  offers  to  successful  eiibrt,  and  iu  the  penalty 


MILITAAY    ACADEMY    AT    WEST    POINT.  51 

which  it  exacts  for  neglect  or  incorapeteuc3^  It  has  exercised  a  power- 
ful intlueuce  upon  the  public  schools  and  colleges  of  the  country,  has 
introduced  among  them  new  branches  of  study  in  inuthematic-j,  and  has 
raised  the  character  of  their  scientitic  teaching.  It  has  led  to  the  estab- 
lishment of  military  schools  in  various  parts  of  the  country,  which 
have  assimilated  their  teaching  and  discipline  as  nearly  as  practicable 
to  that  of  the  West  Point  Academy.  Nearly  all  the  great  public  works 
of  the  country,  the  river  and  harbor  works,  the  light-houses,  and  even 
the  public  buildings,  have  been  directed  by  its  graduates;  they  were 
the  pioneers  in  the  construction  of  railroads,  and  among  the  teachers 
of  that  art ;  and  the  great  scientific  works  of  the  government  have  beea 
chiefly  conducted  by  them.  The  military  services  of  its  graduates  have 
been  even  more  conspicuous  than  those  in  engineering  and  science. 
The  fortifications,  the  improvements  in  ordnance  and  small-arms,  the 
conduct  of  the  geographical  and  other  scientitic  labors  carried  on  in 
connection  with  the  operations  of  troops,  equally  attest  the  character 
of  the  instruction  imparted  at  West  Point.  Ever  since  the  organiza- 
tion of  the  government,  perpetual  Indian  warfare  has  kept  the  larger 
part  of  the  Army  in  active  operation  on  the  frontier  and  in  the  barren 
plains  and  mountains  of  the  interior.  The  duties  are  harassing,  and 
entail  great  privation  and  exposure ;  they  call  for  the  exercise  of  all 
the  best  qualities  of  the  soldier,  which,  tried  by  this  severe  test,  the 
graduates  have  been  found  to  possess  in  an  eminent  degree. 

In  the  war  with  Mexico,  where  not  only  courage  and  conduct  but  ex- 
tended and  thorough  professional  knowledge  and  skill  were  requisite, 
the  success  of  the  campaigns  has  been  attributed  by  the  commanders 
chiefly  to  the  high  professional  qualifications  of  the  graduates  of  West 
Point.  They  were  emiueutlj  distinguished  in  every  operation  of  the 
war. 

Having  thus  rather  elaborately  compared  the  course  of  iustructiou  at 
the  United  States  Military  Academy  with  that  of  each  of  the  military 
schools  of  France,  which  form  the  most  perfect  system  of  military  edu- 
cation in  Europe,  and  the  pervading  spirit  of  which  accords  well  with 
our  institutions,  the  examination  into  the  systems  of  the  other  states  of 
Europe  will  be  more  general  and  brief. 

MILITARY  EDUCATION   IN  ENGLAND. 

Commissions  in  the  British  infantry  and  cavalry  are  obtained  by  pur- 
chase, except  in  the  case  of  the  few  graduates  from  the  military  acad- 
emy at  Sandhurst, 

Commissions  in  the  artillery  and  engineers  are  obtained  by  gradua- 
tion at  the  military  academy  at  Woolwich. 

"An  education  entitling  a  student  to  a  commission  in  the  infantry  or 
cavalry  is  given  in  Sandhurst.  Pupils  are  received  at  that  college  be- 
tween the  ages  of  thirteen  and  fifteen  ;  they  enter  on  the  nomination  of 
the  governor  ;  the  r  instruction  lasts  either  for  two  or  four  years,  ac- 
cording as  they  are  proficient  in  study  or  not;  and,  at  the  end  of  this 
period,  if  found  qualified,  they  receive  a  commission  without  purchase. 
The  usual  number  of  cadets  appears  to  be  one  hundred  and  eighty,  for 

whom  there  are  sixteen  professors. 

*  *  ***** 

"  There  is  also  a  senior  department  at  Sandhurst,  of  which  it  appears 
that  the  original  object,  or,  to  use  the  words  of  Sir  iloward  Dougla>j, 
'  the  special,  distinct,  and  separate  form,'  was  to  be  '  an  establishment 
for  training  officers  for  the  general  staff.' 


52  Military  academy  at  west  point. 

"This  iustitution  does  not  seem,  at  least  recently,  to  have  been  re- 
jrankMl  as  a  stall"  school,  in  the  sense  in  which  schools  bearing  the  same 
name  in  France,  Prussia,  Austria,  and  Sardinia,  educate  for  the  staff 
corps.  Since  in  these  countries  it  is  necessary  that  all  ollicers  on  the 
general  sto()'  should  have  tixMjnented  for  some  years  the  staff  school, 
whilst  it  a|)pears  that  out  of  two  hundred  and  sixteen  olhcers  who  have 
received  certificates  at  the  senior  department  of  Sandhurst  since  1830, 
only  fifteen  were  employed  on  the  staff  in  May,  1854.  Nor  can  it  be 
doubted  that  both  the  importance  and  the  education  of  the  senior  de- 
partment, whatever  may  be  the  cause,  have  greatly  diminished  of  late 
years  ;  since,  latterly,  there  has  been  only  an  attendance  of  nine  or  ten 
officers  ;  whilst  the  whole  instruction  has  been  in  the  hands  of  two,  in- 
deed, it  may  always  be  said  of  one  professor.  The  significance  of  this 
last  fact  may  be  estimated  when  we  mention  that  for  the  staff  school  in 
France  there  are  thirteen  military  and  five  civil  professors. 

"  The  education  of  the  artillery  and  engineer  service  given  at  Wool- 
wich was  conducted  until  recently  upon  principles  similar  to  those  of 
the  junior  department  at  Sandhurst.  A  boy  was  nominated  to  a  cadet- 
ship  by  the  Master-General  of  the  Ordnance,  and  was  admitted  to  the 
academy,  between  fourteen  and  sixteen,  on  passing  an  entrance  exami- 
nation.' He  spent  there  a  period  varying  from  two  to  four  years,  ac- 
cording to  his  proficiency  in  obtaining  theoretical  instruction,  and  was 
then  placed,  for  a  year  before  receiving  his  commission,  in  a  practical 
class  at  Woolwich.  This  system  has  recently  been  materially  changed. 
Admission  into  the  academy,  since  August,  1855,  has  been  only  attain- 
able by  success  in  an  open  competitive  examination,  the  minimum  age 
of  candidates  being  seventeen. 

<'  Immediately  prior  to  the  war  (the  late  war  with  Kussia)  the  cadets 
appointed  to  second  lieutenancies  in  the  ai  tillery  and  engineers  respect- 
ively joined  the  corps  as  young  officers  at  Woolwich  and  Chatham,  and 
went  through  the  following  courses: 

"  The  young  artillery  officers  were  employed  for  a  period  of  about  six 
months  under  a  director  of  artillery  studies,  whose  duty  it  was  to  super- 
intend and  assist  them  in  professional  studies  and  pursuits ;  these  com- 
prised a  course  of  reading  and  examination  in  military  history  and  law, 
artillery,  fortification,  tactics,  the  modern  languages,  under  proper  mas- 
ters, and  the  usual  company  duties,  parades,  artillery  practice,  &c. 

"  The  young  engineer  officers  were  placed  under  instruction  at  the 
Koyal  Engineer  Establishment  for  field  instruction  at  Chatham  for  a 
period  of  about  fifteen  months.  They  went  through  a  somewhat  limited 
course  of  practical  military  engineering,  including  sapping,  mining,  and 
pontooning,  a  very  limited  course  of  architecture,  and  an  extensive  and 
practical  application  of  the  knowledge  of  surveying,  which  they  had 
previously  acquired  at  the  Royal  Military  Academy. 

******* 

"  In  the  case  of  Sandhurst  and  Woolwich  the  sons  of  officers  of  differ- 
ent rank  obtain  their  education  at  rates  of  payment  much  lower  than 
the  sons  of  civilians.     ***** 

"  AA^e  may  add  to  this  list  of  English  military  schools  the  East  India 
Company's  Military  College,  at  Addiscombe,  which  *  *  * 

gives  a  professional  education  of  two  years  to  pupils  of  all  arms  in  com- 
mon ;  that  the  admittance  is  by  nomination,  and  a  jm.ss  entrance  exami- 
nation, not  by  competition  ;  and  that  on  leaving  the  school  the  pupils 
are  chosen  by  the  authorities  of  the  company  for  the  different  services, 
according  to  their  place  in  the  final  examination.    The  general  order 


MILITARY    ACADEMY    AT    WEST    POINT.  53 

of  choice  is  one  for  the  engineers,  two  for  the  artillery,  three  for  the  in- 
fantry. 

"  It  shonld  be  added  that  both  Sandhurst  and  Woolwich  are  practi- 
cally self-supporting;  a  fact  by  no  means  conteui])lated  on  the  founda- 
tion of  either,  and  which  has  been  the  result  of  a  gradual  withdrawal  of 
parliamentary  grants,  combined  with  a  large  accession  of  what  maybe 

terine<l  highly  paying  pni)ils,  i.  e.,  the  sons  of  civilians. 

#"*  *  *  *  *  * 

"  If  military  education  is  a  subject  of  importance,  it  is  surely  worth 
supporting  with  the  same  care  with  which  other  great  nations  direct 
it.  If,  on  the  other  hand,  it  is  unimportant,  it  would  behest  (as  some 
propose)  to  throw  it  aside  entirely,  and  trust  only  to  the  education  of 
public  schools.  In  England  we  have  hitherto  acted  upon  neither  plan. 
We  have  had  an  education  for  our  officers  costing  the  country  little 
more  than  £1,300  yearly,  and  it  has  been  carried  on  upon  no  unitbrm 
system  or  principle.  We  submit  that  such  a  course  is  indefensible  upon 
any  theory. 

'^  Undoubtedly  some  jiersons  may  still  deny  that  a  military  educa- 
tion is  of  any  advantage ;  but  we  do  not  think  it  desirable  to  enter 
upon  this  question.  The  greatest  nnlitary  authorities  might  easily  be 
quoted  in  favor  of  the  value  of  a  military  education.  And  the  inquiry 
we  were  directed  to  make  is  based  upon  the  supposition  that  an  officer 
will  be  assisted  in  the  practice  of  h  s  profession  by  having  previously 

studied  its  principles." 

#  *  #  *  #  *  * 

THE   KOYAL  MILITARY  ACADEMY   AT   WOOLWICH. 

"  The  subjects  of  examination  for  admission  have  not  always  remained 
the  same,  but  have  been  changed  from  time  to  time.  Those  required 
at  the  beginning  of  18o5  were:  English,  mathematics,  Latin,  French, 
German,  geography,  history,  drawing,  and  printing  with  the  pen. 

"  The  entrance  examinations  were  conducted  by  the  professors  and 
masters  belonging  to  the  academy.        ***** 

"  At  the  expiration  of  one  year  after  the  admission  into  the  academy, 
the  cadets  were  reported  upon  by  a  board  of  officers,  and  such  of  them 
as  had  not  passed  satisfactory  periodical  examinations  in  mathematics 
and  fortification  in  the  class-rooms  were  examined  before  this  board 
by  the  professors  of  mathematics  and  fortification..  This  examiuatioa 
was  called  the  jirobationary  examination.  The  board  was  required  to 
state  their  opinion,  whether  the  progress  and  conduct  of  each  cadet 
brought  before  them  had  been  such  as  to  entitle  them  to  remain  at  the 
institution,  or  to  assign  the  cause  or  grounds  on  which  they  recom- 
mended any  cadet  to  be  removed. 

"  The  regulations  limited  the  duration  of  the  residence  for  the  course 
of  theoretical  study  to  four  years,  at  the  close  of  which,  thofse  cadets 
who  were  found  unqualified  for  commissions  were  required  to  leave 
the  academy ;  but  such  cadets  as  qualified  themselves  at  an  earlier  period 
have  been   permitted   to  obtain   their  commissions   when    they   had 

done  so. 

*****  *  * 

"  The  course  of  study  was  divided  into  two  peifectly  distinct  parts, 
viz  : 

"  I.  The  theoretical,  limited  to  four  years,  and  conducted  mainly  on 
the  tutorial  system,  embraced  mathematics,  fortifications,  descriptive 
geometry,  history  and  geography,^  plan  and  landscai)e  drawing,  French, 
and  German. 


54  MILITARY    ACADEMY    AT    WEST    POINT. 

"  II,  Tlie  practical  course  of  instruction,  which  has  latterly  been  of 
one  year's  duration,  not  commencing  until  the  theoretical  had  entirely 
finished,  included  practical  artillery,  surveying,  field  works,  and 
lectures  on  machinery,  astronomy,  chemistry,  geology,  and  min- 
eralogy. 

"  The  jjublic  examinations  of  the  cadets  proposed  to  be  advanced  to 
the  i)ractical  class,  or  to  be  promoted  from  the  i)ractical  class  to  com- 
missioners in  the  artillery  and  engineers,  generally  took  place  at  the 

same  time,  before  a  board  of  superior  officers." 

******  * 

The  report  states :  "  There  appeared  to  us  no  reason  whatever,  why, 
with  '  such  alterations  and  improvements  as  may  meet  that  progress  of 
knowledge  that  time  is  constantly  producing,'  it  should  not  be  on   an 

equality  with  any  military  school  we  have  seen. 

*  *  '*  *  *  #  # 

"  There  is,  however,  apparently  some  reason  to  believe  that  the 
results  of  the  education  at  the  Koyal  Military  Academy  have  hitherto 
somewhat  failed  of  that  success  which  might  have  been  hoped  for,  both 
as  regards  artillery  and  engineer  officers. 

"  We  do  not  find  among  the  replies  we  have  received  from  artillery 
officers  any  specilc  mention  of  deficiencies  in  the  education  of  the  young 
officers  when  they  join  the  regiment  at  Woolwich;  but  it  is  unques- 
tionable that  s  rious  complaints  in  this  respect  have  been  made  of  late 
years  by  some  of  the  officers  of  this  corps. 

"  In  the  case  of  the  eugiueers,  according  to  the  evidence  we  have  re- 
ceived, the  attainments  of  the  majority  of  young  officers  when  they  join 
at  Chatham  from  Woolwich  academy  are  not  such  as  might  have  been 
expected.  Either  the  instruction  is  uot  exactly  what  it  should  be— some 
break  in  its  continuity  occurs — some  link  is  still  wanting — or  the  mass 
of  the  young  officers  have  not  fully  mastered  the  knowledge  which  has 
been  imparted  to  them." 

Tbe  causes  of  tlie  want  of  success  in  the  teaching  of  the  academy  are 
stated  to  have  been  the  juvenile  age  of  admission  ;  the  admission  of 
cadets  that  did  not  possess  the  qualifications  required  by  regulations, 
the  regulations  having  been  disregarded  to  meet  tlie  views  of  influential 
complainants;  the  want  of  proper  severity  in  the  probationary  exami- 
nation; the  irregularity  of  the  duration  of  the  stay  at  Woolwich,  some 
remaining  two,  others  four  years,  to  complete  the  same  cdurseof  study  ; 
and,  lastly,  permitting  cadets  who  were  expelled  from  the  academy  for 
misconduct  to  return.  The  correction  for  these  evils  was  manifest. 
Another  source  of  the  want  of  success  was,  in  the  opinion  of  the 
board,  "  the  want  of  a  properly-constituted  body  for  representing  the 
defects  in  the  system  of  management  and  course  of  instruction  at  the 
academy  formerly  obliged  the  Master  General  of  the  Ordnance,  irom 
time  to  time,  to  appoint  committees  of  inquiry,  and  in  many  instances 
these  committees  investigated  the  subject-matter  of  complaint,  without 
the  authorities  at  Woolwich  academy  being  made  aware,  except  by 
inference,  of  the  objects  of  the  inquiry. 

"  The  remedy  ai)plied  was  almost  as  bad  as  the  disease,  as  it  was  some- 
times left  uncertain  whether  the  conduct  of  the  authorities  or  that  of 
the  cadets  was  under  investigation. 

"The  action  of  such  committees  is  necessarily  irregular,  and  can  only 
refer  to  specific  acts  or  to  particular  circumstances  occurring  at  particu- 
lar limes  ;  and  it  is  essentially  different  in  effect  from  the  continued  and 
sustained  influence  which  the  boards  of  improvement  in  foreign  military 


MILITARY    ACADEMY    AT    WEST    POINT.  55 

schools  exercise  on  tbe  system  and  course  of  instruction  carried  on  in 
these  establishments. 

"Had  any  properly-constituted  body  been  in  existence,  whose  duty  it 
would  have  been  to  have  pointed  out  to  the  authorities  the  shortcomings 
of  the  Royal  Military  Academy,  we  consider  that  the  preceding  detects 
would  long  ere  this  have  been  completely  remedied.  The  comi)osition 
of  such  a  body  is,  of  course,  of  the  greatest  importance,  so  that,  on  the 
one  hand,  it  should  not  be  repeatedly  trying  experiments  on  the  instruc- 
tion at  the  academy,  whilst,  on  the  other,  it  should  not  be  deterred  from 

making  representations  which  would  prove  advantageous  to  the  service. 

*  *  *  *  *  *  * 

"  We  recommend  the  appointment  of  a  board  of  improvemeut,  con- 
sisting of  the  governor,  the  inspector  of  studies,  the  officer  commanding 
the  cadet  company,  the  professors  of  mathematics  and  fortification,  and 
the  instructors  in  practical  artillery  and  surveying,  in  addition  to  an 
officer  belonging  to  each  of  the  corps  of  artillery  and  engineers,  to  be 
appointed  by  the  Secretary  of  War,  to  represent  the  wants  of  each 
service,  as  made  apparent  by  any  deficiencies  in  the  instruction  at  the 
academy,  exhibited  by  the  young  officers  on  joining  at  Woolwich  and 
Chatham. 

"This  board  to  meet  twice  a  year,  immediately  after  the  half-yearly 
examinations,  under  the  presiden  y  of  the  governor,  or,  in  his  absence, 
of  the  inspector  of  studies.     Five  members  to  form  a  quorum. 

"  The  principal  duty  of  this  board  will  be  to  make  recommendations 
relative  to  alterations  in  the  programmes  of  the  entrance  examinations, 
and  to  suggest  ameliorations  in  the  course  of  studies  to  be  followed  in 
the  academy." 

The  commissioners  proposed  that  a  more  advanced  age  and  higher 
qualifications  for  admission  should  be  required. 

"  We  think  the  subjects  absolutely  required  for  the  entrance  exami- 
nation should  be:  1.  Mathematics,  pure  and  mixed,  as  the  ground- 
work on  which  the  greater  proportion  of  the  scientific  professional 
education  is  to  rest.  2.  The  English  language,  literature,  and  his- 
tory, and  general  geography.  3.  The  French  language  and  history. 
4.  Drawing. 

*  #  *  *  *  *  * 

"In  addition  to  the  preceding,  in  accordance  with  the  principle  we 
have  stated,  the  candiilates  may,  if  they  choose,  select  any  two  of  the 
following  subjects : 

"  Latin.      "  *  *  *  *  * 

"  Greek.  ***** 

"  German.  ***** 

"  Exi)erimental  sciences."         *  *  *  * 

It  was  proposed  that  the  duration  of  the  course  of  instruction  should 
be  five  terms  of  six  months  each,  making  two  and  a  half  years ;  that 
the  first  three  should  be  entirely  theoretical  ;  the  last  two  partly  theo- 
retical, and  partly  practical;  that  the  teaching  should  be  by  lessons 
in  the  first  part  of  the  stay,  and  by  lectures  in  the  latter  part. 

It  is  not  necessary  to  refer  to  the  proposed  change  in  the  character 
of  the  examining  boards. 

The  course  of  study  proposed  comprised — 

Mathematics,  pure  and  mixed. 

German. 

French. 

Plan  drawing. 

Geometrical  drawing. 


56  MILITARY    ACADEMY    AT    WEST   POINT. 

Landscape  drawing. 

Architectural  and  machine  drawing. 

Descriptive  geometry. 

Fortilieatii)n. 

Military  history  and  physical  geography. 

Lectures  on  natural  philosophy. 

Chemical  lectures. 

Course  of  applied  chemistry. 

Analytical  chemistry. 

Practical  artillery. 

Tactics  of  the  three  arms. 

Practical  mechanics,  machinery,  and  metallurgy. 

Surveying  and  field  works. 

Lectures  on  geology  and  mineralogy. 

It  was  proposed  that  the  right  of  choice  between  the  engineers  and 
artillery  should  depend  upon  the  merit  of  the  graduate;  and,  as  a  further 
reward,  that  the  four  highest  graduates  should  receive  increased  pay 
for  five  years,  amounting  to  8300  and  $200  per  year. 

Before  being  commissioned  in  the  artillery,  the  young  officer  was 
placed  for  six  months  under  the  control  of  the  director  of  studies  at 
Woolwich,  and  entered  upon  a  course  of  study  comprising  "  military 
law  (court-martial  and  mutiny  act) ;  military  history, British  and  foreign; 
treatises  on  artillery;  treatises  on  fortification;  reconnoitering  and  out- 
post duty;  field  sketching,  and  use  of  instruments;  military  bridging  ; 
application  of  the  three  arms  ;  strategy;  battles  and  sieges  ;  chemistry; 
mineralogy  ;  military  topography  ;  military  biography." 

They  were  likewise  "  permitted  to  enter  ui)on  the  usual  company 
duties;  and  also,  at  stated  times,  to  attend  parades,  artillery  i^ractice, 
riding  schools,  and  those  drills  and  exercices  which  were  requisite  to 
the  due  i>erformauce  of  their  duties  as  officers,  and  which  could  be 
performed  without  trenching  upon  the  hours  of  study." 

At  present  there  are  under  the  director  of  artillerj'  studies  : 

"Two  captains  of  artillery,  as  first  and  second  instructors  in  mili- 
tary exercises. 

'•  The  French  and  German  masters  (as  heretofore,  but  giving  a  longer 
attendance). 

"  An  instructor  for  surveying. 

"An  instructor  for  military  drawing,  &c. 

"  A  lecturer  on  natural  philosophy  and  mechanics." 

In  the  opinion  of  the  commissioners,  however,  "from  the  nature  of 
the  service,  which  we  have  before  alluded  to,  we  cannot  but  think  that 
the  young  artillery  officer  would  be  most  advantageously  employed  in 
obtaining  j^ractical  field  instruction  with  the  men  of  the  company  to 

which  he  is  attached  immediately  he  is  commissioned." 

******* 

"  In  addition  to  the  practical  field  instruction  with  the  men  of  their 
companies,  as  already  alluded  to,  young  artillery  officers  should  be  sent 
to  the  Royal  Engineers  Establishment  at  Chatham  for  three  months,  at 
the  particular  season  of  the  year  when  the  regular  seige  operations  are 
being  carried  forward." 

THE   ROYAL   ENGINEERS  ESTABLISHMENT   AT    CHATHAM. 

I.  Nature  of  Instruction  a  forded  to  Young  Officers. 

"  We  have  already  mentioned  the  deficiencies  in  the  scientific  educa- 
tion of  the  young  engineer  officer,  which  are  stated  to  exist  when  he 


MILITARY    ACADEMY    AT    WEST    POINT.  57 

joins  at  Chatham,  and  it  will  be  seen  that  the  only  instruction  he  after- 
wards receives,  either  in  the  purely  military  or  civil  branch  of  his  pro- 
fession, which  is  given  immediately  he  obtains  his  commission,  is  not 
in  any  way  calculated  to  enable  him  to  supply  these  deficiencies,  how- 
ever desirous  he  may  be  of  doing  so. 

"The  course  of  instruction,   which    usually  occupies    about  fifteen 
months,  is  comprehended  under  the  heads  of — 
"     "1.  Field  duty. 

"  2.  Scientific  instruction. 

"1.  Under  the  first  head  are  comprised  some  of  those  duties  which 
are  required  of  the  military  engineer  in  the  field,  such  as  sapping,  min- 
ing, batteries  of  position,  intrenchment ;  formation  of  military  bridges 
for  the  passage  of  rivers  by  artillery,  cavalry,  and  infantry ;  the  forma- 
tion of  stockades  and  their  destruction  by  gunpowder;  subaqueous  ex- 
plosions,' escalading,  telegraphing,  the  use  of  the  voltaic  battery,  and 
the  diving  bell. 

"  2.  Under  the  second  head,  the  officer,  whilst  employed  upon  the 
above  duties,  is  also  expected  to  devote  a  portion  of  his  time  to  readiu  jr 
the  best  professional  authors  on  military  engineering ;  and,  as  a  proof 
of  his  diligence,  he  is  required,  from  time  to  time,  to  produce  transla- 
tions of  the  best  examples  of  sieges,  defenses,  extracts  of  mining  oper- 
ations, &c.,  accomj)anied  with  neatly  drawn  plans,  illustrative  of  the 
operations  detailed;  after  which  he  is  required  to  prepare  projects, 
founded  on  the  above  elementary  course  of  study,  of  the — 

''Attack  of  fortresses ; 

''  The  demolition  of  revetments,  bridges,  &c. ; 

"The  formation  of  military  bridges;  and 

"The  repair  of  bridges  which  have  been  destroyed; 

"  "With  memoirs  on  systems,  and  the  projects  of  other  officers  or  indi- 
viduals which  may  be  deemed  worthy  of  investigation,  with  such  other 
exercises  of  a  similar  character  as  the  director  of  the  establishment  may 
consider  to  be  necessary.  To  these  are  added  a  course  of  practical 
architecture,  with  a  series  of  lectures  on  civil  engineering,  including  the 
details  of  erecting  and  working  a  steam  engine,  which  is  practically'  ex- 
plained on  a  small  engine  belonging  to  the  establishment,  the  whole  of 
the  working  parts  of  which  are  taken  to  pieces  and  put  together  again 
by  the  officer. 

"A  small  laboratory  affords  the  means  of  practicing  such  operations 
in  analytical  chemistry  as  are  required  of  the  engineers  ;  and  it  also  en- 
ables an  officer  to  satisfy  himself  from  actual  investigation  of  the  prop- 
erties of  the  various  building  materials  with  which  he  may  be  working. 
Surveying,  with  military  recounoiteriug  and  practical  astronomy,  com- 
plete the  course  of  study  as  detailed  under  the  second  hfad." 

•  *"*  *  *  *  ♦ 

NATURE  OF  THE  ENGINEER  DUTIES. 

"On  quitting  Chatham,  the  young  officer  is  ordered  to  some  foreign 
colony,  or  to  some  out-station  in  England,  Ireland,  or  Scotland,  where 
his  duties  are  much  more  nearly  allied  to  those  of  a  civil  than  those  of 
a  military  engineer." 

The  commissioners  recommended  that  the  establishment  at  Chatham 
"  should  be  made  thoroughly  efficient  for  the  practical  application  and 
the  extension  of  the  scientific  knowledge  which  the  young  officers  should 
have  acquired  at  a  military  acaden)y  or  college  before  they  are  provision- 
ally commissioned. 


58  MILITARY    ACADEMY    AT    WEST    POINT. 

"It  also  seems  very  desirable  to  have  a  board  of  improvement. 

«  *'#  #  *  »  ♦ 

"  It  appears  that  the  instruction  at  Chatham  is  mainly  defective  as 
regards  the  omission  of  the  higher  branches  of  military  science,  and  that 
it  requires  regular  courses  of  study  in  fort ifioation  and  the  attack  and 
defense  of  places,  architecture,  (not  merely  building),  construction,  mil- 
itary art  and  history,  tactics,  and  strategy.  The  study  of  the  sciences 
of  chemistry,  metallurgy,  geology,  and  mineralogy,  and  that  of  German 

and  French,  should  also  be  continued." 

*  «  *  #  *  *  * 

"1.  All  young  oflicers  of  engineers  that  proceed  to  Chatham  for  the 
purpose  of  receiving  instruction  of  the  lioyal  Engineer  Establishment 
should  only  ha  ji^'ovisionally  commissioned. 

"  2.  All  of  the  same  promotion  should  join  at  the  same  time,  proceed 
through  the  same  course  of  instruction,  and  finally  be  examined  at  its 
close  to  ascertain  the  extent  to  which  they  have  benefited;  and  Ave 
should  also  recommend  as  an  additional  stimulus,  as  well  as  for  the 
more  convenient  arrangement  of  the  courses  of  instruction,  that  the 
honorable  the  Court  of  Directors  of  the  East  India  Company  should  be 
invited  to  concur  in  an  arrangement  by  which  their  young  officers  of 
engineers  should  join  at  the  same  time,  and  proceed  through  the  same 
course  of  instruction. 

"  If  the  results  of  the  examination,  which  should  be  conducted  in  the 
same  manner,  and  on  the  same  principles  as  we  have  already  explained 
with  regard  to  the  examinations  at  the  Royal  Military  Academy,  prove 
that  there  has  been  gross  inattention  or  gross  idleness  on  the  part  of 
any  of  the  young  ofiScers,  the  permanent  commission  might  be  altogether 
withheld,  or  be  given  under  certain  modifications  in  another  arm  of  the 
service,  as  in  France,  Prussia,  and  Austria  ;  but  we  thiuk  this  course 
should  not  be  resorted  to,  except  on  very  strong  grounds,  and  with  the 
special  sanction  of  the  commander-in-chief. 

"4.  The  final  classification  in  the  order  of  merit,  which  should  deter- 
mine the  relative  positions  of  the  young  officers  in  their  corps,  should 
depend  partly  on  the  marks  obtained  during  this  officer's  examination, 
and  partly  on  the  marks  awarded  to  the  cadet  at  the  Royal  Mditary 
Academy  ;  the  marks  obtained  at  the  Academy  being  added  to  those 
awarded  for  the  final  examination  at  Chatham. 

"  5.  This  final  classification  for  each  promotion  should  also  decide 
who  are  entitled  to  receive  the  increased  rates  of  pay  awarded  to  the 
engineers. 

"  G.  The  duration  of  the  course  would  require  to  be  extended  to 
eighteen   months,  and  this  period  should  not  be  exceeded,  except  for 

illness. 

******* 

"  If  the  course  of  instruction  at  Chatham  bo  reorganized  in  the  man- 
ner we  have  ventured  to  recommend,  we  consider  that  all  officers  of 
engineers  should,  as  a  rule,  be  periodically  permitted  to  attend  this 
course  of  applied  study  and  practical  working,  and  thus  have  the  oppor- 
tunity of  renewing  their  acquaintance  with  the  ordinary  military  opera- 
tions of  war,  and  of  keeping  up  their  knowledge  of  scientific  subjects 
bearing  on  their  profession. 

"  ^Ye  are  of  opinion  that  the  studies  which  are  necessary  to  young 
engineer  officers  should  be  followed  by  all,  and  nothing  should  be  left 
oiitional  or  according  to  their  particular  wishes.'' 

BemarJxS. — It  will  be  observed  that  the  changes  proposed  by  the  com 
missioners  in  the  system  of  military  education  of  England,  tend  to  as- 


MILITARY   ACADEMY    AT    WEST    POINT.  59 

similate  it  to  the  French  as  nearly  as  the  very  different  character  of  the 
people,  the  institutions,  and  the  army,  and  its  service  will  admit. 

Although  the  condition  of  military  education  in  England  does  not 
present  itself  as  a  model  for  our  imitation,  nor  as  ^  standard  of  com- 
l)arison,  yet  it  affords  a  valuable  lesson.  Our  own  Military  Academy 
is  open  to  evil  influences  of  a  similar  kind  to  those  which,  at  one  time, 
at  least,  so  seriously  impaired  the  value  of  the  English  schools,  by  set- 
ting aside  the  regulations  for  admission,  the  standard  of  graduation,  and 
the  discipline  of  the  Academy. 

THE   PRUSSIAN   SYSTEM   OF  MILITARY  EDUCATION. 

Competition  enters  in  a  slight  degree  only  into  the  system  of  military 
education  in  Prussia,  the  object  being  to  secure  a  good  average  of  gen- 
eral and  professional  education.  The  infantry  and  cavalry  are  officered 
chiefly  by  the  appointment  of  aspirants  or  ensigns  by  the  colonels  of 
regiments.  They  must  be  between  17  and  18  years  of  age,  and  must 
pass  an  examination  in  their  own  language,  in  Latin,  elementary  mathe- 
matics, history,  geography,  French,  and  elementary  drawing.  After 
serving  six  months  in  the  army  the  ensigns  must  pass  nine  months  in  a 
division  school,  studving  the  theory  of  arms,  tactics,  the  rules  and  regu- 
lations of  the  army,  field  and  permanent  fortifications,  and  surveying 
and  plan  drawing.  Upon  passing  an  examination  in  these  subjects,  and 
receiving  the  assent  of  the  officers  of  the  regiment  to  his  appointment 
in  it,  he  is  commissioned. 

CADET   SCHOOLS. 

There  are  five  cadet  schools — four  junior  and  one  senior — which  are 
chiefly  designed  for  the  education  of  the  sous  of  officers  of  the  army. 
Their  organization  and  discipline  are  military;  the  instruction  is  not, 
with  the  single  exception  of  the  last  year,  at  the  senior  school. 

The  age  of  entrance  at  the  junior  is  from  10  to  11 ;  the  term  of  stay, 
four  or  five  years.  At  the  senior  the  age  of  entrance  is  from  15  to  16; 
the  term  of  stay,  three  years.  The  mathematical  and  scientific  studies 
of  the  senior  cadet  school  were  not  carried  so  far  as  those  of  the  gym- 
nasiums of  Prussia,  schools  which  prepared  youths  for  the  university, 
and  in  which  the  course  of  studies  is  about  the  same  as  in  colleges  of 
this  country.  It  was  intended,  however,  to  raise  the  standard  of  the 
general  teaching  in  the  senior  cadet  school  to  that  of  the  gymnasium. 
In  the  last  year  the  cadets  of  that  school  are  taught — 

Mathematics ; 

Tactics ; 

Military  literature : 

Military  law  and  regulations  ; 

ArtiUery ; 

Fortification ; 

Plan  drawing ; 

Mental  philosophy,  or  English  ; 

Chemistry ; 

French  ;  and 

German. 

There  arc  upwards  of  4:30  cadets  in  the  school,  and  about  100  iu  each 
class.  At  the  end  of  two  years  only  sixty  of  these  one  hundred  are  ad- 
vanced to  the  highest  class;  the  remaining  forty  (the  lower  part  of  the 
class)  being  sent  to  the  army  to  earn  their  commissions  in  the  manner  of 


60  MILITARY    ACADEMY    AT    WEST    POINT. 

other  aspirants.  Of  the  sixty  that  graduate,  but  one  half  (the  upper 
part  of  the  chiss)  areeoniinissioned  as  second  lieutenants,  the  lower  half 
receiving  merely  the  api)ointments  of  ensigns.  The  latter,  however,  are 
promoted  to  the  first  vacancies  without  further  examination. 

SCHOOL  OF  ARTILLERISTS  AND  ENGINEERS. 

There  is  an  artillery  and  engineer  school,  to  which  the  colonels  in 
those  arms  appoint  aspirants,  as  in  the  infantry  and  cavalry.  They 
must  pass  the  same  kind  of  examination  as  the  infantry  aspirants,  ex- 
cept in  mathematics,  in  which  the  examination  is  more  severe,  and  niust 
serve  nine  months  with  troops.  Then  they  join  the  artillery  and  engi- 
neer school,  and  at  the  end  of  a  year,  during  which  their  studies  are 
similar  to  those  of  the  last  year  at  the  senior  cadet  school,  upon  passing 
the  required  examination,  they  receive  a  provisional  appointment  as 
sub-lieutenants. 

During  the  last  two  years  the  instruction  is  in  mathematics,  mechan- 
ics, and  physics,  the  art  of  war,  military  and  civil  engineering,  artillery, 
tactics,  geodesy,  topography,  the  French  language,  general  and  special 
drawing,  and  the  veterinary  art.  The  studies  are  carried  on  during 
nine  months  of  each  of  the  three  years,  during  which  there  are  practical 
applications  in  the  field,  but  these  are  chieliy  made  during  the  three 
months  when  the  theoretical  studies  are  suspended.  At  that  time,  also, 
the  students  visit  the  fortresses,  armories,  foundries,  and  other  public 
establishments  and  manufactories  of  machinery.  Cadets  who  have 
completed  the  whole  term  at  the  senior  school  may  enter  the  artillery 
and  engineer  school  as  sub-lieutenants,  to  pass  through  the  studies  of 
the  last  two  years. 

Upon  graduating,  thesub-lieutenants  are  commissioned  as  lieutenants. 

Remarl's. — Thus  it  appears  that,  in  Prussia,  the  requisites  for  ad- 
mission to  the  engineer  or  artillery  service  are  three  years  of  instruc- 
tion in  higher  mathematics,  mechanics,  and  physics,  and  in  professional 
subjects,  superadded  to  the  course  of  instruction  usually  given  at  the 
colleges  of  the  United  States. 

THE  STAFF   SCHOOL  AT  BERLIN. 

Appointment  to  the  staff  of  the  Prussian  army  is,  with  rare  excep- 
tions, only  to  be  obtained  through  the  staff  or  war  school.  There  is 
no  commission  in  the  staff  corps  of  less  rank  than  that  of  a  captaincy. 
Any  officer  of  the  army  of  three  years'  standing  may  be  examined  for 
admission  to  the  staff  school.  The  examination  is  made  before  com- 
missioners at  Berlin,  '^here  are  usuall}'  sixty  or  seventy  candidates, 
but  of  these  only  forty  can  be  selected. 

The  term  of  study  is  three  years.  There  are  three  classes  of  forty 
students  each.    The  subjects  of  study  are — 

1.  Tactics. 

2.  Artillery. 

3.  Fortification. 

4.  Veterinary  art. 

5.  Higher  mathematics  and  higher  geodesy. 
G.  Geogr^iphy. 

7.  Physical  geography  and  geology. 

8.  Physics. 

9.  Logic. 
10.  History. 


MILITARY   ACADEMY    AT    WEST    FOINT.  61 

11.  Military  and  political  administration  and  economy. 

12.  Military  jurisprudence. 

13.  History  of  war. 

14.  Art  of  sieges. 

15.  Staff  duty. 

16.  French  and  Prussian.  ^ 

Each  year's  course  of  study  lasts  eight  months.  The  method  of  in- 
strucliou  is  by  lectures,  the  taking  of  notes,  and  the  preparation  of 
essays  and  memoirs. 

There  is  no  practical  instruction  during  the  study  term,  but  at  the 
end  of  the  first  year  the  officers  ape  sent  for  three  weeks  to  make  sur- 
veys; at  the  end  of  the  third  year,  to  reconnoiter  the  frontiers,  for- 
tresses, &c. 

During  three  months  of  each  year  they  are  sent  to  do  military  duty 
with  arms  of  service  or  corps  not  their  own. 

There  is  a  system  of  marks  or  credits  and  yearly  examinations. 

Of  the  forty  who  pass  through  the  staft  school  each  year,  eight  or 
ten  only  are  sent  to  the  topographical  department  of  the  staff.  There 
thej  serve  two  or  three  years,  when  two  are  selected  from  the  number 
and  appointed  captains  in  the  staff.  The  remainder  return  to  their 
regiments  or  corps,  sometimes  receiving  appointments  in  the  division 
schools. 

AUSTRIAN  SYSTEM  OF  MILITARY  EDUCATION. 

This  has  been  entirely  remodeled  since  the  wars  of  1848  and  1849. 

There  are  schools  of  various  orders  for  non-commissioned  officers, 
containing  nearly  0,000  pupils,  chiefly  the  children  of  soldiers.  The 
schools  of  the  lowest  order  are  entered  at  seven  years  of  age.  The 
boy  reaches  the  highest  school  at  about  fifteen.  There  are  twenty 
schools  of  the  highest  order.  From  each  of  those  connected  with  the 
engineers,  artillery,  &c.,  six  or  ten  of  the  best  pupils  are  transferred 
to  the  engineer  or  artillery  academies,  through  which  they  may  gain 
a  commission. 

For  the  education  of  officers  there  are  four  cadet  houses,  each  con- 
taining 200  pupils,  who  enter  at  eleven  and  leave  at  fifteen  years  of 
age.  Of  the  200  that  annually  leave  these  houses  100  enter  the  infant- 
ry and  cavalry  academy  at  Wiener-Neustadt ;  fifty  enter  the  artillery 
academy,  and  fifty  enter  the  engineer  academy.  The  infantry  and  cav- 
alry academy  contains  400  students;  the  other  two,  each  200. 

Only  one  in  tweny  or  one  in  thirty  of  the  officers  of  the  Austrian 
infantry  and  cavalry  enter  from  the  academy  of  Wiener-Xeustadt. 
This  academy  receives  most  of  its  pupils  from  the  cadet  schools.  Those 
appointed  to  it  who  have  not  passed  through  those  schools  are  examined 
in  German  writing,  natural  history,  French  history,  geography,  ge- 
ometry, algebra,  and  plane  trigonometry.  The  age  of  admission  is 
from  fifteen  to  sixteen  years.  The  course  of  study  lasts  four  years, 
during  which  they  are  taught  four  languages — French,  Italian,  Bohe- 
mian, and  Hungarian — and  receive  a  fair  scientific  and  military  educa- 
tion. The  mode  of  teaching  is  a  mixture  of  lessons  and  lectures.  There 
is  a  system  of  credits,  examinations,  and  merit  rolls.  The  discipline  is 
represented  to  be  strict.  In  this,  as  in  the  other  two  military  acade- 
mies, the  student  who  is  habitually  neglectful  is  sent  to  one  of  the  non- 
commissioned oQJcer  schools.  Choice  of  arms  and  of  regiments  is  oft'ered 
in  the  order  of  merit. 


G2  MILITARY    ACADEMY    AT    WEST    POINT. 

THE  ARTILLERY  ACADEMY. 

Formerly,  the  officers  of  artillery  were  taken  chiefly  from  the  ranks. 
Youii}::  men  of  promise  in  the  rejximciital  schools  were  sent  to  a  special 
school,  where  the  chief  study  was  mathematics,  returned  to  their  regi- 
ments, and  in  time  were  j)ronioted  to  the  rank  of  second  lieutenant. 
Mixed  with  them  at  the  school  were  a  certain  nur)iber  of  imperial 
cadets,  who  possessed  privileges  in  regard  to  ])romotion.  The  present 
artillery  academy  is  one  of  very  recent  establishment.  Forty  of  the 
200  pupiis  come  from  the  highest  order  of  non-commissioned  officer 
schools.  The  course  of  study  prescribed  for  the  four  years  during 
which  they  remain  at  the  academy  comprises  a  good  scientific  and 
professional  education.  The  method  of  instruction  is  by  lessons  and 
recitations,  and  by  lectures.  There  is  a  system  of  credits,  examina- 
tions, and  merit  rolls.  Upon  the  satisfactory  completion  of  the  course 
of  study  tliey  receive  commissions  as  second  lieutenants.  After  serving 
two  years  with  their  regiments  it  is  intended  that  selection  by  examina- 
tion shall  be  made  from  them  of  the  most  promising  officers,  who  are 
to  pass  through  a  two  years'  course  of  higher  instruction,  in  common 
with  officers  of  engineers. 

THE   ENGINEER   ACADEMy! 

The  engineer  academy  is  an  old  establishment.  In  the  number  of 
students,  course  and  method  of  instruction,  system  of  credits,  term  of 
stay,  examinations  and  promotions,  it  is  the  same,  with  the  exception 
of  the  ])rofessional  studies,  as  the  artillery  school.  In  this  school,  as 
in  all  the  others  in  Austria,  great  improvements  have  been  recently 
made.  The  studies  are  now  high,  the  examinations  strict,  and  the 
discipline  good. 

THE  HIGHER    SCHOOL  FOR  ENGINEERS  AND   ARTILLERISTS 

Is  to  be  composed  of  twenty  officers  from  each  corps,  who  have  served 
two  years  with  their  regiments,  and  successfully  competed  for  admis- 
sion at  an  examination. 

The  course  is  to  last  two  years,  and  to  consist  chiefly  of  applied 
mechanics,  practical  physics,  construction  of  ordnance,  and  the  art  of 
war  (which  forms  no  part  of  the  course  at  the  artillery  or  engineer 
school),  the  use  of  artillery  in  the  field  and  in  attack  and  defense. 
Promotion  from  the  rank  of  second  to  that  of  first  lieutenant  will 
depend  upon  the  examination  at  the  close  of  the  course  of  study. 

THE  SCHOOL  OF  THE  STAFF. 

Admission  to  the  staff  of  the  Austrian  army  was  always  gained  by 
a  competitive  examination. 

The  general  staff  consists  of — 

Twelve  colonels. 

Twelve  lieutenant-colonels. 

Twenty  four  majors. 

Eighty  captains. 

Within  the  last  six  years  the  school  of  the  staff"  has  been  regularly 
established.  It  consists  of  thirty  pupils,  taken  from  all  arms  of  the 
service,  fifteen  entering  each  year.  The  candidate  must  have  served 
two  years  with  his  regiment,  and  be  over  twenty-one  and  under  twenty- 


MILITARY    ACADEMY    AT    WEST    POINT.  63 

six  years  of  age.    The  competition  for  entrance  is  very  active.    The 
course  is  two  years.     The  subjects  of  instruction  are — 

1.  Military  drawing  and  the  study  of  ground  and  positions. 

2.  The  higher  tactics. 

3.  Staff  duties. 

4.  French  language  and  literature. 

5.  Riding. 

G.  Military  geography. 

7.  Principles  of  strategy,  illustrated  by  campaigns. 

Duricg  four  months  of  each  year  they  do  duty  with  troops  of  a  dif- 
ferent arm  from  that  to  which  they  belong.  One  month  of  the  first 
year  is  devoted  to  surveying,  and  one  mouth  of  the  second  to  recon- 
naissance. Immediately  after  che  final  examination  the  students 
receive  appointments  in  the  staff  corps,  if  there  are  vacancies,  in  the 
order  of  merit.  If  there  are  no  vacancies,  the  student  returns  to  his 
regiment  until  a  vacancy  occurs.  If  he  is  a  second  lieutenant,  he  is 
promoted  to  the  rank  of  first  lieutenant;  if  a  first  lieutenant,  after 
three  years'  service,  he  is  made  a  captain. 

RemarJcs. — The  present  high  condition  of  military  education  in 
Austria  has  been,  apparently,  brought  about  by  the  disclosure  of 
great  deficiencies  in  military  knowledge  in  her  military  operations, 
within  the  last  ten  or  twelve  years  Promotion  has  been  chiefly 
obtained  by  aristocratic  or  family  influence.  Professional  knowledge 
has  been  looked  down  upon.  The  artillery,  particularly,  has  been 
held  in  little  estimation  in  the  service,  because  of  the  class  of  men 
from  which  it  has  been  principally  officered.  In  the  French  service, 
on  the  contrary,  there  has  been  high  regard  for  professional  knowledge 
and  merit,  and  promotion  has  been  generally  made  irrespective  of 
social  or  personal  influence,  and  has  been  dependent  on  professional 
service  and  qualification. 

RUSSIAN    SCHOOLS. 

But  little  information  respecting  the  military  schools  of  Kussia  has 
been  collected. 

1.  There  are  twenty-two  military  colleges  for  the  guards  and  line, 
containing  more  than  seven  thousand  cadets. 

2.  One  page  corps  of  one  hundred  and  sixty  scholars. 

3.  Oue  school  of  ensigns  for  the  guards,  with  two  hundred  students. 

4.  One  artillery  school,  with  one  hundred  and  twenty  students. 

5.  One  engineer  school,  with  one  hundred  and  twenty  or  oue  hun- 
dred and  thirty  students.  Making  an  aggregate  of  over  eight  thousand 
military  students. 

There  is,  besides,  an  imperial  staff  school,  into  which  twenty  or 
twenty-five  officers,  possessing  certain  qualifications,  enter  each  year, 
after  an  examination.  The  term  of  instruction  is  two  years.  The 
studies  are  chiefl}' — 

Topography,  in  its  extended  sense ; 

The  use  of  artillery  in  the  field  and  in  siege ; 

General  tactics ; 

Strategy ;  and 

Military  literature. 

Upon  graduation,  the  most  distinguished  scholar  of  each  class  is 
promoted  at  once  to  the  staff  as  captain  ;  the  next  two  receive  rewards 
of  extra  pay  and  medals.  At  the  end  ot  a  year  after  leaving  the 
school,  all  the  graduates  are  attached  to  the  staff",  but  are  not  at  once 
promoted  in  it. 


CA  MILITARY    ACADEMY    AT    WEST    POINT 

CONCLUSION. 

So  little  information  has  been  obtained  concerning  military  educa- 
tion in  Russia,  that  the  comparisons  made  in  the  following  remarks  are 
not  intended  to  api)ly  to  that  nation. 

It  is  seen  from  the  preceding  account  of  military  education  in  Europe, 
that  in  I'mssia  all  the  oHicersof  every  arm  receive  a  i)r()fessional  educa- 
tion, but  that  the  standard  of  instruction  for  the  infantry  and  cavalry 
and  for  tlu^  artillery  and  engineers  is  not  so  high  as  in  France.  That 
the  proportion  of  otlicers  ol  infantry  and  cavalry  who  have  received  a 
professional  education  is  greater  in  France  than  in  the  other  States  of 
Europe  (Prussia  excepted),  and  that  the  French  standard  of  scientific 
military  instruction  is  the  highest ;  that,  for  the  duties  of  the  stalf,  the 
standard  of  professional  education  is  nearly  equally  high  in  all  the 
States  except  England  ;  that  England  is  endeavoring  to  remedy  the 
defects  in  the  training  of  her  officers  in  the  scientific  corps  by  the  intro- 
duction of  the  stimulating  principle  of  highly  rewarded  competition  ; 
that  Austria  is  seeking  to  increase  the  attainments  and  raise  the  stand- 
ard of  professional  knowledge  of  the  officers  of  the  line,  the  scientific 
corps,  and  the  staff  of  her  army  by  elevating  the  studies  of  her  military 
schools  and  introducing  the  stimulus  of  competition  ;  that  in  considera- 
tion of  the  condition  of  our  country  and  the  works  of  our  service,  and 
the  peculiar  circumstances  that  render  it  |so  important  to  impart  the 
highest  military  education  to  the  officers  of  our  Army,  the  course  of  in- 
struction proposed  in  the  programme  of  studies,  recommended  by  the 
Commission  for  adoption,  is  required  for  the  United  States  Military 
Academy ;  and  that  any  material  reduction  of  subject  or  time  would 
not  only  impair  the  usefulness  of  the  graduate,  but  would  bring  the 
standard  of  our  military  education  below  that  of  all  the  great  States  of 
Europe;  at  a  time,  moreover,  when,  profiting  by  experience,  they  are 
endeavoring  to  elevate  theirs. 

in. 

Record  of  the  Commission  appointed  hy  act  of  Congress,  June  21,  1860, 
to  examine  into  the  organization,  &c.,  of  the  United  States  Military 
Academy. 

Thirty-sixth  Congress,  first  session.     Chapter  1G3. 

Section  8.  And  he  it  further  enacted,  That,  upon  the  passage  of  this 
act,  or  as  soon  thereafter  as  practicable,  a  Commission  shall  be  ap- 
pointed, in  the  manner  hereinafter  designated,  to  consist  of  two  Sena- 
tors, two  Members  of  the  House  of  Representatives,  and  two  officers 
of  the  Army,  which  Commission  shall  examine  into  the  organization, 
system  of  discipline,  and  course  of  instruction  of  the  United  States 
Military  Academy,  with  a  view  to  ascertain  what  modifications  or 
changes,  if  any,  are  desirable  in  order  that  the  Academy  shall  best 
accomplish  the  objects  of  its  establishuieut ;  that  ti)e  said  Commission 
shall  report  the  result  of  its  examination  to  the  President  of  the  Senate 
and  Speaker  of  the  House  of  Representatives  ;  that  the  Commissioners 
from  the  Senate  shall  be  appointed  by  the  President  of  the  Senate,  those 
from  the  House  of  Representatives  by  the  Speaker  of  the  House,  and 
those  from  the  Army  by  the  President  of  the  United  States. 

♦  *  *  *  *  *  # 

Section  9.  And  he  it  further  enacted.  That  the  sum  of  fifteen  hundred 


MILITARY    ACADEMY    AT    WEST    POINT.  65 

dollars  be,  and  the  same  is  liereb3',  a[)proi)iiated  out  of  any  money  in 
the  Treasury  not  otherwise  ai)pr()priated,  to  defray  the  ex[)enses  of  said 
Commission. 
Approved,  June  21,  1800. 

t 
In  Senate  of  the  United  States,  June  28,  18G0, 

The  President  pro  tempore  announced  the  ai)pointmeMt  of  the  Hon. 
Jefferson  Dayis  and  tiie  Jlon.  S0L0310N  Foov,  members  of  the  Com- 
mission to  examine  into  the  ori>anization, system  of  dis(;iplino,  and  course 
of  instruction  of  the  United  States  Military  xVcademy,  111  pursuance  of 
the  eighth  section  of  the  act  ap])rove  1  June  21,  LSOO,  making  appro- 
])riatious  for  the  support  of  the  Army  for  the  year  ending  the  oUtli  of 
June,  1861. 

Attest :  ASBUUY  DICKINS, 

iSecretary. 

In  tue  IIouse  of  Keprese>:tatives,  June  2o,  18G0. 

The  Speaker,  in  iiursuance  of  the  eighth  section  of  the  "'  act  making 
appropriations  for  the  support  of  the  Army  for  the  year  ending  the  3()th  of 
June,  1801,"  appointed  .Mr.  11.  Winter  Davis  and  Mr.  John  Cochrane 
commissioners  on  the  i)art  of  the  House  of  ltei)resentatives  to  examine 
into  the  organization,  system  of  discipline,  and  course  of  instruction  of 
the  United  States  Military  Academy,  with  a  view  to  ascertain  what 
modifications  or  changes,  if  any,  are  desirable  in  order  that  the  Academy 
shall  best  accomplish  the  objects  of  its  establishment. 

Attest:  '  J.  W.  FOli:SKY,  Cleric. 

War  Department,  adjutant  General's  Office, 

Washington,  July  10,  1800. 
Special  Orders  No.  130.  ] 

By  direction  of  the  President,  Major  Robert  Anderson,  First  xVrtil- 
lery,  and  Captain  Andrew  A.  HuMPniiEYS,  Corps  of  Topographical 
Engineers,  are  detailed  from  the  Army  members  of  tiie  Commission  cre- 
ated by  the  eighth  section  of  the  act  of  June  21,  18tJ0,  making  appro- 
priations for  the  support  of  the  Army  for  the  year  ending  June  30,  18S1, 
to  examine  into  the  organization,  system  of  discipline,  and  course  of 
instruction  of  the  United  States  Military  xVcademy. 

jMajor  Anderson  and  Cai)tain  Humphrey,  s  will  report  at  West  Point 
for  this  duty  on  the  10th  instant. 

By  order  of  the  Secretary  of  War. 

S.  WILLIAMS, 
Assistant  Afljutant-Gencral. 

War  Department,  Adjutant  General's  Office, 

Washington,  July  12,  1800. 
Special  Orders  No.  138.] 

At  the  request  of  the  Commission  created  by  the  eighth  section  of 
the  act  of  June  21,  1800,  to  examine  into  the  organization,  &c.,  of  the 
United  States  Military  xVcademy,  First  Lieutenant  J.  C  Ives,  Topo- 
graphical Engineers,  is  appointed  secretary  of  the  Commission,  and 
.will  rei)ort  to  the  Hon.  Jefferson  Davis,  chairman  of  the  same,  for 
instructions. 

By  order  of  the  Secretary  of  War. 

W.  A.  NICHOLS, 
Assistant  Adjutant-General. 
S.  Mis.  3 5 


GG  MILITAKY    ACADEMY    AT    WEST    POINT. 

West  Point,  N.  Y.,  July  17,  18(10. 
The  Commission  iiistitntod   by   the   lore^joing  act  of   Congress  and 
onleirt  met  at  10  a.  m.  to  day. 

Present — lion.  JellVrson  Davis,  Senator  of  the  United  States. 
iMajor  Pobeil  Anderson,  Pirst  Artillery. 
Cai)tain  A.  A.  llnmphreys,  Toi)oor;ii)hical  l*^n<iineers. 
Absent  —  Hon.  Soh)nion  Poot,  Senator  of  the  United  States. 
Hon.  II.  Winter  Davis,  M.  C. 
lion.  John  Cochrane,  j\I.  C. 
Pirst   Leutenant  J.   O.  Ives,    Topographical    Engineers,   secretary, 
present. 

The  act  of  Congiess  instituting  the  Commission  and  the  letters  of 
ai)pointment  and  orders  relating  thereto  were  read.  A  letter  was  ])re- 
sented  from  tiie  lion.  Mr.  C()(;hrane,  stating  that  it  would  be  impossible 
for  him  to  n)eet  the  Commission  on  the  day  proposed,  and  making  in- 
quiry in  regard  to  the  probable  action  of  the  Commission.  The  secre- 
tary was  directed  to  notily  INIr.  Cochrane  that  the  Commission  had 
decided  to  proceed  at  once  with  their  labors,  and  to  ask  his  attendance 
at  the  earliest  convenient  day. 

On  account  of  tlie  three  members  above  named,  the  Commission  then 
adjourned,  to  meet  at  10  a.  m.  to-morrow. 
J.  C.  Ives, 

First  Lie  lit.,  Top'l  Eng'rs,  Secretafy. 

West  Point,  New  York,  July  18,  1S60. 

The  Commission  met  at  10  a.  m. 

Present — Hon.  Jeiierson  Davis,  Senator  of  the  United  States. 
Hon.  Solomon  Foot,  Senator  of  the  United  States. 
Hon.  H.  Winter  Davis,  M.  C. 
Major  liobert  Anderson,  First  Artillery. 
Captain  A.  A.  Humphieys,  Topographical  Engineers. 
Absent — Hon.  John  Cochrane,  M.  C. 
Lieutenant  J.  C.  Ives,  secretary,  present. 

The  ])roceedings  of  yesterday  were  read.  A  motion  was  made  by  the 
Hon.  Mr.  Foot  that  Senator  Davis  be  elected  president  of  the  Commis- 
sion ;  which  motion  was  unanimously  ado[)ted. 

The  secretary  was  Tlirected  to  acquaint  the  Superintendent  of  the 
Academy  that  the  Commission  had  assembled  and  completed  its  organ- 
ization. 

It  was  ordered  by  the  Commission  that  the  following  questions  should 
be  submitted,  in  writing,  to  tlie  Snperintendent  of  the  Academy,  to  the 
commandant  of  cadets,  to  the  ijrofessors  and  instructors  in  the  differ- 
ent departments,  and  to  the  senior  assistants  in  cavalry,  artillery,  and 
infantry  tactics,  respectively  : 

questions   StTBMIlTED   BY   TUE   UNITED   STATES   MILITARY   ACADEMY 
COMMISSION   TO   THE   SUPERINTENDENT   OP   THE   ACADEMY. 

1.  Are  there  any  modifications  or  changes  in  the  organization  of  the 
academic  stiiff,  and  in  the  manner  of  appointing  the  i)rofessors  and  as- 
sistant professors,  that  aie,  in  your  opinion,  desirable  ? 

2.  Are  there  any  modifications  or  changes  m  the  mode  of  conducting 
the  annual  examinations  that  aie  desirable  '! 

3.  Are  there  any  moditications  or  (changes  in  the  mode  of  appointing 
cadets,  and  in  the  qualifications  for  their  admission,  that  are  desirable  f 


MILITARY    ACADEMY    AT    WEST    POINT.  67 

4.  Are  tliere  any  modifications  or  chanjjes  tliat  are  desirable  in  the 
mode  of  assi^'iiin;]^  graduated  cadets  to  different  corps  in  the  Army? 

5.  WonkI  it  be,  in  your  jndginent,  desirable  to  phice  tiie  first  or  grad- 
uating chiss  on  a  ditfereiit  tooting  as  to  restrictions,  privileges,  military 
duties,  and  emoluments  from  tlie  rest  of  the  cor[)s,  so  that,  during  the 
last  year  at  the  Aciidemy,  they  should  be  in  a  transition  state  from  the 
warrant  to  the  commissioned  oflicer?  State  the  advantages  and  disad- 
vantages of  such  a  modilicatiou,  and  give  your  views  fully  on  each  side 
of  the  i)roposition. 

C.  Are  there  any  defects  in  the  ])resent  system  of  discipline?  If  so, 
in  what  do  they  originate,  and  how  should  they  be  remedied  ? 

7.  Are  there  any  changes  in  the  regulations  or  administration  of  the 
Academy  which  would,  in  your  opinion,  coiuluce  to  the  better  pre|)ara- 
tion  of  the  cadets,  physically,  morally,  or  intellectually,  for  the  tluties 
of  officers  of  the  Army  ?     If  so,  state  what  tiiey  are. 

8.  Should  the  course  of  instruction  now  ])ursued  at  the  Aca»lemy  be 
eidarged  in  any  of  its  departments;  and,  if  so,  in  which  and  to  what 
extent  sliould  it  be  enlarged  ?  tShould  it  be  reduced  in  any  of  its  de- 
I)artments;  and,  if  so,  in  which  and  to  what  extent?  Should  any  sub- 
jects not  taught  be  introduced;  and,  if  so,  what  are  they  and  to  what 
extent  should  they  be  pursued  ?  Should  practical  training  in  any  of  the 
departments  be  extea(led;  and,  if  so,  in  which  an  I  to  what  extent? 

9.  Is  sufficient  tin^e  allowed  the  cadet  to  beconu^.  I)rolicient  in  the 
course  of  study,  theoretical  as  well  as  practical,  laid  down  in  the  pro- 
gramme of  instruction  ?  If  too  much  time  is  allowed,  to  what  extent 
should  it  be  curtailed  ?  If  too  little,  how^  much  should  it  be  extended, 
and  what  moditi(*atii)ns  would  be  introduced  by  the  proi)Osed  reductions 
or  extensions  '^ 

10.  What  modifications,  if  any,  are  desir.i!»le  in  the  modes  of  instruc- 
tion pursued  in  the  different  deptitujents  ? 

11.  What  modifications,  if  any,  are  desirable  in  the  order  of  time  in 
which  instruction  in  the  different  dt^p.irtuients  is  given,  and  in  the  sub- 
jects taught  in  those  departments  ? 

12.  How  many  hours  daily  are  apportioned  to  the  cadets  of  e  ich  class 
during  the  different  seasons  of  the  year  — 

First.  For  study  in  each  branch  ; 

Second.  For  recitation  and  the  section  ro;):ii  in  each  branch  ; 

Third.  For  practical  ai)plication  ; 

Fourth.  For  military  exercises  ; 

Filth.  For  meals: 

Sixth.  For  recreation  ; 

For  sleep  ? 

13.  Is  there  anv  indication  of  overwork  or  weariness  of  study  among 
the  cadets  in  the  section  rooms  or  examination  halls  ? 

14.  Have  you  any  modifications  or  chaiiges  to  suggest  not  embraced 
in  your  answers  to  the  foregoing  questions  resjiecting  the  organization, 
discipline,  and  course  of  instruction  that  would,  in  your  opinion,  con- 
duce to  the  better  accomi)lishment  of  the  objects  of  the  establishment 
of  the  Unireil  States  Military  Academy  ? 

QUESIIONS   SUBMITTED   BY    THE    UNITED    STATES   MILITARY    ACADEMY 
COMMISSION    TO    TIIE    COMMANDANT    OF    CADETS. 

1.  Are  there  any  incdifications  or  changes  in  the  organization  of  the 
acadeuiic  staff,  or  in  the  ai)p()intinent  of  the  menilx^rs  thereof,  which 
are,  in  your  opinion,  desirable  ?  If  so,  state  wh-*t  they  are  and  how 
thev  are  to  bo  effected. 


68  MILirAKY    ACADEMY    AT    WEST    POINT. 

2.  Are  tluMc  ;iii\  moililuiatioiis  or  <;li;iii{jes  in  tlic  iiiode  of  appointiiis' 
cadets,  and  in  tlit*  (|nalili(;atit>n.s  tor  aihnission  to  the  .Veadeniy,  wliicli 
you  deem  desiralde  .'  It  so,  state  what  they  are,  and  propose  the  niodi- 
tications  or  chan.ues  \vhi(;h  shoidd,  in  .\our  opinion,  Xw.  made. 

.">.  Are  tliere  any  modilinations  or  ciianj^es  whieli  you  deem  desirable 
ill  the  uiode  of  assigning  graduated  cadets  to  tbo  different  arms  of  the 
service  ? 

4.  Are  there  any  modillcations  or  changes  in  the  discipline  of  the 
corps  of  cadets  which  you  thinic  should  he  made;  and,  if  so,  what  are 
tliey  ? 

.").  Would  it  be,  in  your  jii  Igment,  desirable  to  place  the  first  or  grad- 
uating class  on  a  <litlerent  footing  as  to  restrictions,  privileges,  military 
duties,  and  enu)lumeuts,  tiom  the  rest  of  the  corps,  so  that  during  the 
last  year  at  the  Academy, the  cadet  should  be  in  a  transition  state  be- 
tween the  warrant  and  the  commissioned  ollicer  ?  JState  the  advantajics 
or  disadvantages  of  such  a  moditication,  and  give  your  vi«;ws  fully  on 
ea(-'h  side  of  the  proposition. 

V).  ^Vhat  subjects  are  embraced  in  your  course  of  instruction, ami  how 
are  they  taught  ! 

7.  Does  the  military  instiuction  require  any  niodiflcatiou  in  either  the 
elementary  or  practical  course  ?  If  so,  state  what  and  how  it  is  to  be 
made. 

8.  Does  the  present  course  and  term  leave  to  the  cadets  an  unnec- 
essary amount  of  leisure,  or  is  their  labor,  in  your  opinion,  excessive  ? 
State  such  moditicatioiis  as  may,  in  your  view,  be  desirable. 

l).  Are  there  any  moditicatious  or  changes  in  the  regulations  or  the 
admiuistiation  of  the  Academy  which  would,  in  your  oj)ini()u, conduce  to 
the  better  {(reparation  of  the  cadets,  physically,  morally,  or  intellectu- 
ally, for  the  duties  of  ollicers  of  the  Army  ?  and,  if  so,  state  what  they 
are. 

10.  Have  you  any  modifications  or  changes  to  suggest  not  embraced 
in  your  answers  to  the  foregoing-questions  res[)ecting  the  organization, 
disci])line,aud  course  of  instruction  that  would,  in  your  opinit)n, conduce 
to  the  better  accomplishment  of  the  objects  of  the  establishment  of  the 
Uuitctl  States  Military  Academy  ? 

QUESTIONS  SUBMITTED  BY  THE  UNITED  STATES  MILITARY  ACADEMY 
COMMISSION  TO  THE  PllOFESSOGS  AND  INSTRUCTORS  OF  THE  ACAD 
EMY. 

1.  What  subjects  are  taught  in  your  department  ?  State  briefiy  the 
amount  of  instruction  given  in  each. 

2.  lleferenct  being  had  to  the  objects  for  which  the  Military  Academy 
is  established,  shouhl  the  teaching  in  any  of  these  brandies  be  extended  ; 
and,  if  so,  in  which  auil  how  far  ?  Should  it  be  curtailed  in  any  way  ;. 
and,  if  so,  in  which  and  to  what  extent  t 

3.  Vv'hat  method  of  instruction  is  pursued  in  your  department;  and 
are  there  any  modifications  which  would  im[)rove  it  ? 

4.  What  practical  instruction  is  given  in  your  department  ?  Siiould 
this  be  extended  or  curtailed  ! 

5.  How  many  hours' study  should  the  cadet  give  daily  to  be  proficient 
in  the  course  prescribed  far  your  department  ;  and  to  what  extent  would 
this  be  increased  or  curtailed  by  any  modifications  pro[)osed  by  you  ? 

G,  iIo\T  many  hours'  daily  is  each  cadet  occupied  in  recitation  and  in 
the  section  room  in  your  department  f 

7.  Is  the  amount  of  study  in  your  department  such  as  to  overtax  flu; 


MILITARY    ACADEMY    AT    WEST    POINT.  69 

student,  regard  being  bad  to  the  demands  made  npoii  liiin  by  the  otlier 
departments  at  tlie  same  time  ?  What  mcdifications  would  the  changes 
l)roi)Psed  by  yon  introduce 'i? 

8.  Is  theie'any  indication  of  overwoik  or  of  weariness  of  study  among 
the  cadets  in  any  of  tlie  departments,  in  the  recitation  room  or  examina- 
tion hall  ? 

9.  Have  you  any  modifications  or  changes  to  suggest  not  embraced 
in  your  answers  to  the  foregoing  questions  respecting  the  course  of  in- 
struction that  wouM,  in  your  o|>inion,  conduce  to  the  better  accomplish- 
ment of  the  objects  of  the  establishment  of  the  United  States  Military 
Academy  t 

QUESTIONS  SUBMITTED  BY  THE  UiNITED  STATES  MILITARY  ACADEMY 
COMMISSION  TO  THE  SENIOR  ASSISTANTS  IN  CAVALRY,  ARTILLERY, 
AND   INFANTRY   TACTICS. 

1.  Reference  being  had  to  the  objects  for  which  the  United  States 
Military  Academy  is  established,  should  the  instruction  in  (cavalry, 
artillery,  infantry)  tactics  be  extended;  and,  if  so,  in  what  subject,  and 
how  far  ?     Should  it  be  curtailed  ;  and,  if  so,  how,  and  to  what  extent  ? 

2.  What  method  of  instruction  is  pursue<l  in  your  department,  and 
are  there  any  modifications  which  would  improve  it  ? 

It  was  also  ordered  by  the  Commission  that  the  subjoined  letter  should 
be  sent  to  the  following  individuals: 
Lieut.  Gen.  AVinfiehl  Scott. 

Brevet  Brig.  Gen.  J.  G.  Totten,  Corps  of  Engineers. 
Brevet  Brig.  Gen.  A.  S.  Johnston,  Second  Cavalry. 
Brig.  Gen.  J.  E.  Johnston,  Quartermaster-General. 
Brevet  Col.  S.  Thayer,  Corps  of  Engineers. 
Col.  J.  K.  F.  Mausiield,  Inspector-General. 
Brevet  Col.  C.  A.  Waite,  Eitth  Infantry. 
Brevet  Col.  Hobert  E,  Lee,  Second  Cavalry. 
Brevet  Col.  Benjamin  Huger,  Ordnance  Department. 
Brevet  Col.  Justin  Dimick,  Second  Artillery. 
Brevet  Col.  Harvey  Brown,  Second  Artillery. 
Col.  S.  Cooper,  Adjutant  General. 
Brevet  Lieut.  Col.  K.  C.  Buchanan,  Fourth  Infantry. 
Brevet  Lieut.  Col.  AY.  H.  Emory,  First  Cavalry. 
Major  T.  H.  Holmes,  Eighth  Infantry. 
Major  J.  G.  Barnard,  Corps  of  Engineers. 
Major  Alfred  Mordecai,  Ordnance  Department. 
Major  John  F.  Lee,  Judge- Advocate. 
Captain  G  W.  Cullum,  Corps  of  Engineers. 
Captain  AV.  Maynadier,  Ordnance  Department. 
Captain  A.  E.  Shiras,  Subsistence  Department. 
Captain  M.  C.  ]Meigs,  Corps  of  Engineers. 
Captain  H.  G.  Wright,  Corps  of  Engineers. 
Captain  H.  F.  Clarke,  15nl)sistcnce  Department. 
Captain  W.  B.  Franklin,  Corps  of  Toi)()graphical  Engineers. 
Staff  of  the  Artilltry  School  at  Old  Point  Comfort. 
Kt.  Rev.  Leonidas  Polk. 
Rt.  Rev.  Samuel  IMcCroskey. 
Gen.  E.  A.  H  itchcock. 
Col.  George  A.  McCall. 
Prof.  Alexander  D.  Bache. 
Prof.  C.  Crozet. 
Prof.  C.  A.  Davis. 


70  MILIIAKV    ACADKMV    AT    W.ST    I'l^INT. 

IMol.    lIoiMct'  Wel)stcl'. 
Hon.  ('liiirU's  Mason. 
Prof.  AllK'it  T.  lilciKsoc. 
( 1.  W.  Siiiif  li,  es(|. 
(i.  !'..  .AkCk'lIiin,i-M4. 

U.  S.  MiLiTAKV  Academy  Co:\i:\iissi()X, 

U't'.s/  roint,  X.  y.,  July  KS,  1800. 
SiiJ:  For  till'  inroniiation  of  llie  Cotnmission  institutcMl  by  virtue  of 
the  i'ishtb  section  of  tlie  act  of  Cong:ress  of  June  21,  18(>(>,  making  ap- 
liropriations  for  the  support  of  the  Army,  tS:c.,  to  inquire  into  the  organ- 
ization, system  of  dis-jipliue,  and  course  of  instruction  at  tlie  United 
States  iMilitary  Actademy,  you  are  requested  by  the  Commission  to 
state  what  modilications  or  changes  in  the  organization  and  course  of 
instruction  at  the  Academy  are  in  your  opinion  desirable,  to  secure  to 
the  Army  othcers  best  (|imlitied  to  [>erform  their  various  duties,  and  to 
meet  all  their  responsibdities. 

\'erv  respectful) V,  your  obedient  seivant, 

J.  C.  IVES, 
First  Lieut.,  Top.  Ungs,  Secretary. 

A  communication  was  recei\ed  from  the  Suiieriutendent  announcing 
that  a  national  salute  would  be  fired  in  honor  of  the  arrival  of  the  Com- 
mission, and  tendering  a  review  of  the  corps  of  cadets  and  troops  sta- 
tioned at  the  post.  The  secretary  was  directed  to  notify  the  Superin- 
tendent that  the  Commission  would  be  prepared  to  attend  the  review 
upon  any  day  during  the  coming  week. 

An  examination  was  then  nuide  of  the  programme  of  the  conr.se  of 
instruction,  »S:c.,  at  present  pursued  at  the  Academy,  and  a  portion  of 
the  proceedings  of  the  Academic  Board  of  the  ith  and  7th  of  Septem- 
ber, 1858,  was  read,  after  which  the  Commission,  at  '6  p.  m.,  adjourned 
to  meet  at  10  a*,  m.  to  morrow. 

J.  C.  Ives,  First  Lieut. ^  Topographical  Engineers, 

Secretary. 


West  Point,  N.  Y.,  July  10,  ISOO. 

The  Commission  met  at  10  a.  m.  Present:  All  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.     The  secretary  i)resent. 

The  proceedings  *of  yesterday  were  read.  The  reading  of  the  pro- 
ceedings of  the  Academic  Board  of  the  7th  September,  i8j8,  was  con- 
cluded. The  Commission  then  commenced  the  reading  of  the  proceed- 
ings of  a  board  to  revise  the  programme  of  studies,  &c.,  at  the  United 
States  Military  Academy,  which  convened  at  West  Point,  Kew^ 
York,  on  the  i2th  of  January,  1800,  and  was  dissolved,  without  com- 
pleting its  labors,  on  the  24th  of  April,  1800,  by  order  of  the  Secretary 
of  War. 

At  3  p.  m.,  the  commission  adjourned,  to  meet  at  10  a.  m.,  to-mor- 
row. 

J.  C.  Ivi'-S,  First  TAeut.  Topographical  Engineers, 

Srcrctanj. 


MILITARY    ACADEMY    AT    WEST    POINT.  71 

West  Point,  N.  Y.,  Julij  20,  18(50. 

The  Commission  met  at  10  a.  m.  Present,  ail  of  the  members  except- 
ing tlie  Hon.  Mr.  Cochrane.  Tlie  secretary  present.  Tiie  jjroceedings 
of  yesterday  were  read.  A  communication  was  received  from  Mr. 
Cochrane,  ac(iuainting  tbeCom;nission  tliat  severe  illness  liad  prevented 
bis  attenilance,  but  that  be  should,  as  early  as  possible,  join  the  Com- 
mission in  its  labors. 

At  the  request  of  the  Commission  the  Superintendent  of  the  Academy 
furnished  a  set  of  the  text  books  used  by  the  cadets,  with  a  memoraiKhim 
ilesignating  those  portions  of  the  text  that  are  omitted  from  the  course 
of  study. 

The  Professor  of  Philosophy  at  the  Academy  asked  leave  to  borrow, 
from  the  papers  before  the  Commission,  the  replies  made  by  him  to 
certain  questions  of  the  revisory  board :  which  replies  he  desired  to 
consult  before  submitting  answers  to  the  questions  proposed  b}^  the 
Commission.     The  leave  was  granted. 

The  reading  of  the  proceedings  of  the  revisory  board  was  then  com- 
ideted. 

Extracts  relating  to  thi^  United  States  Mditary  Academy  were  then 
read  from  the  American  State  Papers  regarding  military  affairs  :  pp. 
834-839,  vol.  1,  and  pp.  80-S3,  vol.  2  ;  and  at  3[-  !>.  m.,  the  Commission 
adjourned  to  meet  at  10  a.  m.,  to- morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers', 

Secretary. 


Wes!  Point,  New  Yokk, 

July  21,  ISGO. 

The  Commission  met  at  10  a.  m.  Present,  all  the  members  except- 
ing the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceedings 
of  yesterday  were  read. 

it  was  ordered  by  the  Commission  that  questions  similar  to  those 
proi)Osed  to  the  assistant  instructors  in  cavalry,  artillery,  and  infantry 
tactics,  should  be  submitted  to  the  instructor  in  the  use  of  small  arms, 
&.C.,  at  the  Academy. 

A  communication  was  received  from  the  Professor  of  Drawing  in  re- 
ply to  the  questions  projtosed  to  him  by  the  Comnussion.  (Api)ende«l, 
and  marked  A.)  On  motion,  it  was  laid  on  the  table  for  future  exami- 
nation and  reference. 

Extracts  relating  to  the  United  States  Military  Academy  were  then 
read  from  the  American  State  P.ipers,  volume  2,  p[).  83-S!>  ;  pi>.  3S0- 
382  ;  pp.  6(>3-G(i4  ;  pp.  7.5.  70. 

On  motion  ol  the  President,  it  was 

Resolced,  That  tlie  Superintendent  be  requested  to  furnish  to  the  Com- 
mission a  table  exhibiting  the  i>roportion  of  the  cadets  who  have  gra<lu- 
ated  from  the  United  States  Military  Academy  to  those  who  have  en- 
tered during  the  four  perioils  of  ten  years  between  1820  and  1800. 

It  was  ordered  that  the  following  (piescions  should  be  submitted  to 
the  surgeon  stationed  at  the  post : 

1.  lleleren(!e  being  hid  to  the  objects  far  which  the  United  States 
jMilitary  Academy  is  establislied,  do  you  consider  that  the  training  at 
the  Academy  is  well  adapted  to  the  physical  development  of  the  cadet  ? 
Have  you  ol)served  any  indications  of  mental  or  |)hysical  overwork,  or 
of  any  injurious  eiivicts  that  a[>pear  to  result  from  the  course  of  instruc- 


72  MILITARY    AC    DEMY    AT    \VEST    POINT. 

tion  i)i'  discipline  pnrsiUMl  ?  Have  yon  nny  modifications  or  clianj^os  to 
sn<;;:cst  in  llii'  incsiMit  system  t)l'  tiaininjj;'  tliat  wonld,  in  your  opinion, 
Ik*  desirable  .' 

L'.  Have  yon  any  modifications  or  clian<res  to  sn^rfrest  in  re?;ard  to 
the  (pialilications  lor  adn)is.sion  to  the  United  States  Military  Academy? 

A  portion  of  the  re{)ort,  made  to  the  liritish  Government  in  3S.17,  by 
the  Commissioners  on  Military  Education  (pp.  8-23,  and  ])]>.  3()0-.'>lL') 
was  then  read  ;  alter  which,  at  3i  p.  m.,  the  Commissiou  adjourned  to 
meet  at  10  a.  m.,  on  Monday. 

J.  C.  Ives,  Firnt  Lieut.  Topojraphic^l  Engineers, 

Secretary. 


West  Poikt,  New  York, 

Jvli;  23,  ISGO. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members  ex- 
ceptinj?  the  Hon.  JNlr.  Cochrane.  The  secretary  present.  The  proceed- 
injis  ot  Saturday  were  read. 

Jt  was  ordered  by  the  Commissiou  that  the  subjoined  letter  should  be 
sent  to  the  lollowinjr  individuals  : 

Brevet  JJrigadier  General  A.  S.  Johnston,  Second  Cavalry. 

Brevet  Colonel  S.  Thayer,  Corps  of  Enjiineers. 

Colouel  J.  K.  F.  Manstield,  Inspector  General. 

Colonel  S.  Coo})er,  Adjutant  General. 

Colonel  Richard  Delafield,  Superintendeut  Military  Academy. 

Brevet  Lieutenant  Colonel  W.  H.  Emory,  First  Cavalry. 

Professor  U.  L.  Kendrick,  Military  Academy. 

Captain  (t.  W.  Cullum.  Corps  of  Enoiueers. 

Ca})tain  A.  W.  VVhipple,  Ci)rps  of  Topoi^rapliical  Enijineers. 

Captain  G.  G.  Meade,  Corps  of  Topo<irai)hical  En<;ineers. 

Start  of  the  Artillery  School  at  Old  Poiut  Comfort. 

United  States  Military  Academy^  Commission, 

West  Point,  ^'c^v  York,  JnJy  23,  ISCO. 
Sir:  For  the  information  of  the  Commission,  instituted  by  virtue  of 
the  ei<jhth  section  of  the  act  of  Congress  of  June  21,  18G0,  making  aj)- 
propriations  for  the  su])port  of  the  Army,  &c.,  to  inquire  into  the  orga- 
uization,  system  of  disci[)liue,  and  course  of  instruction  at  the  United 
States  Military  Academy,  you  are  requested,  at  your  earliest  conve- 
nieuce.  to  transmit  replies,  in  writing,  to  the  following  questions: 

1.  What  modilications,  if  any,  of  the  i)resent  mode  of  assigning  cadets 
of  the  United  States  Military  Academy  to  corps  or  arms  would,  in  your 
opinion,  be  better  adapted  to  the  purpose  of  securing  to  each  branch  of 
the  service  the  highest  s))ecial  qualifications,  and,  to  the  Army,  the 
greatest  general  efficiency  ? 

2.  To  what  extent,  if  at  all,  would  it  be  advisable,  in  your  o[)iniou,to 
require  officers  to  serve  in  dilferent  corps  or  arms? 

3.  Do  the  graduates  of  the  United  States  Military  Academy,  so  far 
as  3'ou  know  or  believe,  generally  pursue  their  professional  studies  after 
entering  their  respective  corps ;  andean  you  suggest  a  method  which 
would,  in  your  opinion,  further  stimulate  to  prolessional  improvement 
and  the  acquisition  of  useful  iuformatiou  among  the  junior  officers  of 
the  Army  ? 

Veiy  respectfully,  your  obedient  servant, 

J.  C.  IVES,  First  Lieut.  Topi  Eng., 

Secretary. 


MILITARY    ACADEMY    AT    WEST    POINT.  73 

The  reading  of  extracts  from  the  report  of  the  English  commissioners 
on  military  education  was  then' continued  :  pp.  31G-.'>87,  .343-347,  303- 
307,381-393,  31)0-400,  351-353;  and  at  3  p.  m.  the  Commission  ad- 
journed to  meet  at  10  a.  m.  tomorrow. 

J.  C.  Ives,  First  lAcut.  TopH  Emj., 

Secretary. 


West  Point,  ivEW  York, 

Juhj  24, 1800. 

The  Commission  met  at  10  a.  m.  Present,,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceedings  of 
yesterday  were  read. 

An  invitation  was  received  from  the  Superintendent  for  the  Commis- 
sion to  assemble  at  5.^  p.  m.,  in  order  to  review  the  cadets  and  troops 
stationed  at  the  post. 

A  communication  was  received  from  Captain  G.  W.  Smith  in  reply 
to  the  question  proposed  in  the  circular  letter  of  July  18.  Captain 
Smith  referred  the  Commission  to  a  written  statement,  submitted  by 
him  to  the  previous  board,  as  embra(!ing,  in  the  main,  liis  views  in 
regard  to  the  subjects  referred  to.     (Appended  and  marked  B.) 

The  reading  from  the  report  of  the  Eujilish  commissioners  on  mili- 
tary education  Avas  then  resumed  :  pp.  127-133,  92-1)3,  o^,  72-73,  3, 
411-414,  405-400,  212-217. 

A  communication  was  received  from  the  surgeon  stationed  at  the 
post  in  reply  to  the  questions  proposed  by  the  Commission  on  the  21st 
instant.  On  motion,  it  was  laid  on  the  table  for  future  examination 
and  reference.     (Appended  and  marked  C.) 

An  extract  was  read  from  the  report  of  the  select  committee  on  Sand- 
hurst lloyal  Military  College  :  pp.  191-195. 

The  communication  received  on  the  21st  instant  from  the  professor 
of  drawing,  containing  the  replies  to  the  questions  i)roposed  by  the 
Commission,  was  taken  up  and  read.  The  secretary  was  directed  to 
invite  Professor  Weir  to  attend  at  the  next  meeting  of  the  Commission. 

The  communication  from  the  surgeon  stationed  at  the  post  was  then 
taken  up  and  read;  and  it  was  directed  that  Assistant  Surgeon  John 
Campbell  should  be  invited  to  attend  the  nest  meeting;  after  which,  at 
3  p.  m.,  the  Commission  adjourned  to  meet  at  10  a.  m.,  to-morrow. 

J.  C.  Ives,  lirHt  Lieut.  Top'l  Eng., 

Secretary. 


West  Point,  New  York, 

JnJy  25,  1800. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members  except- 
ing the  Hon.  ]Mr.  Cochrane.  The  secretaiy  jiresent.  The  proceedings 
of  yesterday  were  read. 

Professor  Weir  being  present,  in  reply  to  questions  proposed  to  him 
by  the  Commission,  made  statements  regarding  his  department,  which 
he  subsequently  embodied  in  Appendix  A. 

A  communication  was  received  from  Major  T.  IT.  Holmes,  Eighth  In- 
fantry, and  read.     (A[)[)ended  and  marked  D.) 


74  MILITARY    ACADEMY    AT    WKST    POINT. 

A  (M)iiiiiinnication  was  eceived  and  ifad  from  First  Liciitenaiit  J.  C« 
Diianc,  Corps  of  lOiigiiieors.     (Appemli'd  and  niaikod  I''.) 

LitMitciiaiit  Dtank  was  called,  and  in  roi)ly  to  <|iR'stions  [)roposcd  by 
tlic  Coinniission,  stated  that — 

lie  IkuI  seen  anion;;'  the,  cadets,  in  the  examination  halls,  no  evidence 
of  o\'er\vorU  or  weariness  of  study  ;  that  there  iiad  not  been  time  to 
jndye  of  the  « iVect  ol'  a  five  years' conrse  of  instrnction  at  the  Academy  ; 
that  the  last  jx'iKbii^tiiijr  class,  the  only  classthat  had  remained  at  West 
Point  five  years,  had  expecteti  to  jiradnate  at  the  end  of  their  I'onrth 
year,  and  were  so  nineh  disappointed  and  dissatislied  at  the  additional 
yearh'  detention,  that  they  conld  not  be  considered  as  i)resentiny:  a  fair 
example  of  the  effects  of  a  lengthened  term. 

He  has  scarcely  time  to  instrnct  cadets  thoroughly  in  field  enjjineer- 
inp:,  reconnaissance,  &e.,  and  would  recommend  taking  cadets  of  the 
first  class  into  the  tield  for  a  week  or  more  at  a  time,  in  order  to  give 
rhem  practice  in  those  duties,  provided  it  could  be  done  without  inter- 
fering with  the  necessary  details  for  infantry,  artillery,  or  other  drills. 
As  regards  the  system  of  discii)line,  has  had  no  o[)[)ortunities  of  form- 
ing a  judgment. 

First  Lieutenant. T.B.  IIOLAIURD,  First  Infantry,  adjutant  of  the  post, 
was  called,  and  in  reply  to  questions  profiosed  l)y  the  Commission, 
stated  as  follows: 

It  would  be  better  if  all  graduates  could  be  ma<le  to  serve  two  years 
or  more  before  being  assigned  to  special  corps.  The  Academic  Board 
cannot  judge  entirely  of  qualifications  possessed  by  graduates,  nor  of 
those  required  by  the  nature  of  the  service,  and  they  recommend  as- 
signments to  corps  on  general  merit  without  reference  to  special  fitness 
or  special  acquirements.  A  sei)arate  examination  some  time  after  grad- 
uating might  tend  to  stimulate  to  study  and  to  a  zealous  performance 
of  duty,  and  to  remove  the  impression  that  class  standing  at  the  Acad- 
emy determines  forever  the  ])osition  in  the  Army  and  in  life.  On  ac- 
<50unt  of  s!ich  impressions  all  inducement  to  study  is  gone  when  the 
f)Osition  is  once  attained. 

The  studies  are  not  followed  up  by  graduates  from  various  causes — 
one,  the  absence  of  all  stimulus;  also,  the  nature  of  their  duties,  the 
jealousy  and  sneers  of  old  and  incapable  officers,  »S:c.  ■  Examination 
for  promotion  would  be  the  greatest  iiicentive  to  study  and  individual 
eHbrt,  and  perhai)s  the  best  method  which  could  be  adopted.  The  be- 
stowal of  staff  appointments,  after  a  careful  examination,  would  tend 
to  cause  professional  studies  to  be  pursued  after  graduating  and  enter- 
ing the  service.  Special  acquirements,  intellectual  attainments,  prac- 
tical knowledge,  soldierly  qualities,  professional  zeal  and  accomplish- 
ments, should  all  be  considered  in  giving  such  appointments. 

Regarding  the  discipline  of  cadets,  the  system  of  writing  excuses 
leads  to  indirect  statements,  or  a  tendency  to  prevaricate;  a  hiding  or 
keeping  back  a  part  of  the  truth;  and  a  departure  from  that  candor 
and  frankness  the  (diaracteristic  of  a  soldier. 

I  do  not  think  enough  importance  is  attached  to  the  study  or  stand- 
ing in  the  several  branches  of  tactics.  These  are  not  taught  sufficiently. 
It  seems  to  me  that  more  time  should  be  given  ;  tlie  theory  and  objects 
of  the  movements  more  fully  explained.  Other  matters  might  be 
abridged,  and  those  more  essential  to  the  officer  and  soldier  substituted. 
The  exclusion  of  conduct-marks  from  standing  would  take  away  the 
chief  motives  to  good  behavior.  The  system  of  immediate  reicards  for 
getting  no  demerit  has  had  an  admirable  effect;  and  perhaps  this  might 
be  carried  further,  by  allowing  standing  in  conduct  to  have  more  weight 


MILITARY    ACADEMY    AT    WKiST    I'OLNT.  <  i> 

in  tlie  j»}ii)ointnieiit  of  cadet  ofiicers.  by  k<'(i)iiit;  cadt'ts  back  at  the 
post  after  graduating,  and  by  many  other  methods  which  might  suggest 
themselves. 

First  Lieutenant  11.  Willia:m.S,  First  Dragoons,  assistant  instructor  of 
cavalry,  was  called,  and  in  rei>ly  to  questions  itroposed  by  the  Com- 
mission, stated  as  follows: 

From  what  I  have  observed  in  the  assignments  to  my  own  arm  of 
service,  I  think  it  would  be  better  to  take  tlie  spi^c-ial  ac(|uirements  and 
aptitude  of  each  cadet  into  consideiation,  and  I  think  oflicers  nho  have 
charge  of  inactical  military  instruction  are  better  titted  to  judge  of 
special  qualitications  of  cadets  than  the  professors.  It  would  not  seem 
to  me  advisable  to  require  oflicers  to  serve  in  different  corps  or  arms, 
because  there  are  so  few  incentives  to  exertion  that  oflicers  do  not  even 
I)erfect  themselves  in  one  corps  or  arm.  1  think  the  assignment  should 
be  made  immediately  at  graduation,  because  we  have  no  school  of 
practice  for  other  than  the  artillery  service. 

1  do  not  think  that  officers  devote  much  attention  to  study  of  pro- 
fessions alter  graduating.  AVere  the  troops  concentrated  at  huge  i)osts 
it  might  encourage  an  es)>rit  du  corps  and  a  spirit  of  emulation.  Could 
regimental  or  other  schools  of  ])ractice  be  instituted,  and  examinations 
for  proniotion  be  held,  it  would  give  oppoitunities  and  motives  for 
study.  I'  would  cany  the  examinations  tor  promotion  as  high  as  a 
colonelcy. 

1  think  the  present  system  of  discipline  at  the  Academy,  on  the  whole, 
iibout  t^ie  best  that  could  be  adoi)ted.  I  think  it  would  be  found  ad- 
vantageous if  a  cadet  guilty  of  grossly  unmilitary  or  ungentlemanly 
conduct  could  be  at  once  dismissed.  At  present  the  punishments  are 
not  in  due  proportion  to  the  rewards.  In  every  case  needing  punish- 
ment the  latter  should  be  as  prompt  as  possible. 

The  Commission  here  adjourned  at  4  p.  ra.,  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Ives,  Flr.st  Lieut.  Top' I  Eiufrs, 

ISecreiary. 


AVest  FoiNT,  ]!^EW  YoiiK,  July  L'O,  18t]0. 

The  Commission  met  at  10  a.  m. 

Present,  all  of  the  members  excepting  the  Hon.  Mr.  Cochrane.  The 
secretary  [)resent.     The  proceedings  of  yesterday  were  read. 

Communications  were  received,  in  reply  to  the  circular  letter  of  Jul}' 
18,  from  General  Scott,  Colonel  Manslield,  Colonel  linger.  Captain 
Maynadier,  and  Professor  Uartlett,  which,  on  motion,  were  laid  on  the 
table  for  future  examination  and  reference.  (Appended  and  marked, 
respectively,  F,  G,  H,  I,  and  K.) 

First  Lieutenant  E.  Williams,  First  Dragoons,  was  recalled,  and,  in 
re)>ly  to  questions  proposed  by  the  Commission,  stated  as  follows: 

AVhen  a  cadet  is  reported  for  any  delin(iuency,  he  renders,  if  he 
pleases,  a  verbal  excuse  to  the  commandant.  If  this  does  not  elucidate 
the  matter,  he  is  allowed  to  present  an  excuse  in  writing,  which  is 
referjed  to  the  rei)orting  officer  for  his  recommendation  and  statement 
in  the  case.  In  many  cases  the  matter  is  laid  before  the  Sui)erintend- 
ent.  There  is  no  obligation  upon  a  cadet  to  write  an  excuse  at  all.  In 
regard  to  questions  of  fact,  the  word  of  the  cadet  is  considered  sufficient, 
unless  the  statement  of  the  rei)orting  officer  comes  in  conflict  with  it. 


76  MILITARY    ACADEMY    AT    WK8T    POINT 

Tiie  system  luirsucd  is  to  place  ciitiio  oonfidence  in  a  cadet,  unless  he 
lias  sliown  liiinscU"  uiiwoitiiy  of  it.  Jn  cases  of  positive  ])t'cv;iri(r:ition 
or  untiutli.  ('liaijics  are  i)referre(l  against  the  deliiHuienr.  Unless  there 
are  stroufi  <ir(inii(ls  jbr  suspicion  that  a  cadet's  statement  is  incorrect, 
nothiniir  is  said  to  him  or  toothers  upon  the  snliject. 

]  consider  the  i)i'esent  system  of  maUin/j;  cadet  otiicers  a  jjood  one. 
I  (h)  not  thiidi  the  lirst  class  would  lie  willinfi'  to  serve  as  non-commis- 
siined  olliceis;  and  being  unwilling,  they  would  not  do  their  duty  well. 
Nj  ditUculties  arise  from  orders  heing  given  by  non-commissioned  olli- 
cers  ot  the  lower  classes  to  jnivates  of  the  higher  classes.  The  cadet 
officers  are  selecte«l  lor  good  (;onduct  and  soldierlike  qualities.  1  think 
it  better  that  the  positions  of  (commissioned  officers  in  the  cadet  com- 
i)anies  should  be  lilled  by  cadets.  It  improves  the  discipline,  and 
instrui'ts  the  (cadets  in  the  duties  of  officers. 

I  thiidv  that  the  signing  l)y  the  offitcer  of  the  day  of  a  certificate  that 
he  has  rejjorted  all  observed  violations  of  regulations  has  a  good  effect. 
The  cadets  know  that  the  officer  of  the  day  is  bouml  in  honor  to  report 
them  tor  delinquent  conduct,  and  have  no  feelings  of  ill-will  in  conse- 
quence of  such  re[>orts.  lie  is  not  expe  ted  to  report  what  takes  place 
in  his  own  room.  1  do  not  think  the  form  of  the  certificate  is  objec- 
tionable. 1  believe  that  all  of  the  cadets  consider  it  sacredly  biucting 
upon  them. 

I  instruct  a  class  in  the  theory  of  strategy  and  grand  tactics.  The 
text  book  used  is  Jomini's  Art  of  War.  Tlie  course  was  couKnencod 
last  January.  It  embiaces  a  discussion  of  the  principles  of  tactiics  and 
strategy,  with  ])racticrtl  illustrations  and  applications  by  the  instructor. 
The  cadets  manifest  great  interest  in  it.  The  time  now  allowed  permits 
little  moie  than  the  learning  of  princii)les.  The  Instructor  cannot  give 
as  many  examples  from  history,  nor  illustrate  them  as  fully  as  is  desira- 
ble. The  cadets  are  encouraged  to  ask  whatever  questions  may  suggest 
themselves. 

Ciianges  have  been  made  during  the  past  few  years  in  lespect  to  the 
discipline  in  the  first  class.  The  effort  has  been  to  i)lace  that  chiss  upon 
a  higher  footing  than  the  other  cadets.  I  think  the  system  of  extend- 
ing cad<^t  limits  lor  good  behavior  has  had  excellent  results,  but  should 
not  at  present  be  canied  further.  There  has  been  a  very  bad  effect  pro- 
duced ujion  discipline  by  cadets  who  have  been  dismissed  for  "bad  con- 
duct or  deficiency  in  studies  being  sent  back  by  executive  authority. 
This  renders  cadets  careless  and  indifferent  in  regard  to  both  conduct 
and  study.  To  turn  back  cadets  into  a  lower  class  does  not,  in  my  opin- 
ion, it  done  judiciously,  exercise  a  rc)'}/  bad  influence;  though,  by  dis- 
missing the  cadet  of  interior  qualiiications,  and  getting  a  superior  man, 
the  government  would  be  the  gainer. 

Captain  J.  II.  Simpson,  Topographical  Engineer,  being  present,  in  re- 
ply to  (juestions  proposed  by  the  Commission,  st;ited  as  follows: 

My  experiencce  shows  that  the  Academy  has  been  defective  in  i)rei)ar- 
ing  ofhcyrs  for  the  duties  of  my  corps,  particularly  in  the  use  of  field 
astronomical  instruments,  more  esjiecially  the  sextant  and  transit, 
which  are  ]>rincipally  relied  on  for  the  derermination  of  time  or  longi- 
tude, and  ot  latitude  on  extended  explorations.  The  officers  of  the  line 
are  only  considered  as  competent  for  the  duties  of  a  good  drill  officer 
after  four  or  live  years  of  continual  practice  in  the  various  arms  and 
movements  of  the  service,  while  the  officers  of  Topographical  ]^]ngineers 
graduate  and  are  not  unfrequently  sent  out  upon  reconnaissances  and 
suivcys.  and  instiunients  for  the  first  time  put  into  their  hands,  of  the 


MILITARY    ACADEMY    AT    WEST    POINT.  77 

l)rnctical  handling  of  which  they  know  little  or  nothing;  and  the  conse- 
(inence  has  been  that  only  after  one  or  more  explorations  have  they 
found  themselves  competent  for  their  duties.  The  result  of  all  this  has 
been  loss  to  the  government  in  money  and  opportunity  for  the  deter- 
mination of  imiioitant  geographi(^al  knowledge,  and  theofihcer  cannot  be 
said  to  have  been  in  fault,  but  must  lay  the  blame,  if  any,  upon  the 
Academy,  which  has  thus  sent  him  forth  defective  iii  the  practical  use 
of  the  instruments  he  is  to  handle.  Sui-h  has  bi^en  uiy  experience,  and 
the  reports  of  other  officers,  1  think,  will  i)oiut  to  the  same  conclusion. 

My  advice  is,  therefore,  that  at  least  two  niontlis  of  the  cadet's  time 
should  be  devoted  exclusively  to  the  i)ractical  use  in  the  tield  of  the  in- 
struments which  are  used  by  topographical  engineers  in  explorations 
and  surveys,  such  as  the  sextant  and  astronomical  transit,  barometer, 
magnetometer,  dip  circle,  theodolite,  compass,  and  level,  and  the  obtaiu- 
uient  of  reliable  residts  from  well-observed  data  and  mathematical  com- 
putation. There  should  be  instruction  in  geodetic  as  well  as  topographi- 
cal surveys  and  reconnaissances,  and  in  th-i  practical  methods  resorted 
to  in  the  tield  in  carr\  mg  on  those  works.  At  the  same  time  a  thorough 
knowh  dge  of  topogiaphical  diawing  is  of  the  tiist  importance.  Its  ac- 
quisition should  occui>y  a  veiy  considerable  i)ortion  of  the  time  that  is 
devoted  to  diauinj;;.  In  wy  opinion  the  order  of  iustiuction  in  this 
branch  should  be — 

1st.  Elementary  studies  in  form,  with  ciayon,  lead  pencil,  and  brush. 
2(1.  Shading  of  forms  with  crayon,  lead  i)encil,  and  brush.  3d.  Sketch- 
ing from  models  and  nature  in  pencil  and  colors,  ith.  Topographical 
drawing. 

Lieutenant  A.  ^l.  M-  Cook,  Third  Infantry,  assistant  instructor  iu  iu- 
fautry  tactics,  was  called,  and,  iu  reply  to  questions  proposed  by  the 
Commission,  stated  as  follows: 

I  think  that  officers  of  all  staff  corps  of  the  Army  should  serve  one 
year  in  each  arm,  before  being  assigned  to  their  cori)s.  I  would  then 
assign  theu)  to  corps  a(;cording  to  the  recommeuda'ionsof  the  Aca<[emic 
Board,  not  allowing  any  one  to  enter  a  statt  cori)s  who  had  not  been  so 
recommended  when  he  graduated. 

In  the  line  I  would  assign  them  to  corps,  and  have  them  examined  a 
year  alter  graduation,  and  place  them  iu  the  corps  in  order  ot  merit.  1 
would  also  have  an  exauiiuation  before  promotion  iu  the  subsequent 
grades.  I  would  also  recommend  that  i^  one  should  be  put  in  the 
mounted  corps  who  is  not  a  good  horseman.  I  would  recommend  con- 
centration of  troops,  or  sjiecial  schools  of  practice. 

I  do  not  think  the  Academic  Board  should  have  the  power  of  recom- 
mending graduates  of  the  Academy  to  corps  of  the  line. 

1  have  never  known,  during  my  eight  years'  service,  of  a  single  in- 
stance of  an  ofhcer  studying  theoretically  his  profession  (when  away 
from  West  Point)  after  graduating.  They  are  usually  scattered  by 
single  companies,  and  if  concentrated  are  in  the  held  on  campaigns  iu 
pursuit  of  Indians,  and,  iu  consequence,  cannot  liave  recourse  to  books. 

I  have  never  known  grand  guards  to  be  established,  or  evolutions  of 
the  line  practiced  in  the  service.  I  have  required  non-commissioned 
oflicers  to  recite  to  me,  but  have  nevei',  myself,  made  a  recitation. 

1  know  of  few  changes  in  tlie  discipline  of  the  corps  of  cadets  that 
would  be  advantageous.  I  thiidc  those  regulations  should  be  abolished 
which  cannot  be  enforced  ;  that  resjx'cting  the  use  of  tobacco,  for  ex- 
am{)le.     I  think  the  tone  and  discipline  of  the  corps  is  now  high 

The  sentences  of  courts  martial  should  be  carried  into  elfect,  and  the 


78  MILITARY    ACADEMY    AT    WKST    POINT. 

SninMiiitciidt'iit  sliDiild  liavc  power,  in  oxtroiiio  cases,  to  dismiss  a  cadet 
wirlioiit  trial. 

I  do  not  think  cadets  arc  overworked.  The  rewanks  for  <iOod  oon- 
dnct,  till'  extension  of  limits,  and  the  appointment  of  eadet  ollicers, 
have  an  excellent  effect  npon  <liscipline.  The  cadet  appointments  are 
given  l)Y  the  commandant,  with  the  ai>proval  of  the  Sn|)erintendent, 
npon  the  recommendation  of  the  instructors  of  tactics.  1  do  not  think 
it  would  be  advantajreons  to  have  Army  oflicers  in  place  of  cadet  com- 
missioiuMl  ollicer.s.  Classes  should  Ue  re<inired  to  live  to<iether.  "Wheu 
cadets  of  dilferent  classes  room  together  tliev  interfere  with  each  other's 
studies.  There  is  no  dilliculty  occasioned  by  non-commissioned  cadet 
ollicers  of  the  lower  classes  having  a  certain  authority  over  lirst-class 
privates. 

The  accommodations  are  not  suflicient  for  the  number  of  cadets. 
There  may  be  IM).')  cadets  at  the  Academy.  There  are  rooms  for  only 
202.  The  Army  ollicers  may  be  compelletl  to  move  out  of  barracks, 
and  it  is  very  ne<;essary  for  discipline  that  the  instructors  of  tactics 
should  be  «]uartered  with  the  cadets. 

There  is  too  much  battalion  and  not  enough  skirmish  drill.  I  would 
recommend  the  entire  month  of  October  for  the  latter. 

A  communication  was  received  a-id  read  from  First  Lieutenant  R.  J. 
Dodge,  Eighth  Infantry,  assistant  instructor  of  infantry  tactics.  (Ap- 
pended and  marked  L.) 

Lieutenant  Dodge  was  called,  and,  in  reply  to  questions  proposed  by 
the  Commission,  stated  as  follows  : 

The  instruction  in  the  schools  of  the  soldier,  company  and  battalion, 
is  by  Hardee's  Tactics.  The  course  of  instruction  as  tanglit  in  the 
section  room  consists  of  the  two  volumes  of  Hardee's  Tactics,  and 
the  third  volume  of  Scott's  Tactics.  The  effect  of  the  new  system  of 
instruction,  as  taught  in  Hardee,  is  nearly  to  double  the  efliciency  of 
the  troops  so  taught.  The  celerity  of  movement,  the  facility  of  miu- 
ishing  distances  by  moving  on  the  shortest  lines,  and  the  rapidity  with 
which  changes  from  column  to  line,  and  the  reverse,  can  be  made 
without  halting,  enable  a  body  of  troops  to  multiply  itself  on  the  field  of 
battle. 

I  tiiiiik  the  present  system  of  assignment  to  corps  as  good  as  can  be 
devised,  provided  the  cadets  be  allowed,  to  a  great  extent,  to  select 
their  own  corps  trom  among  those  to  which  they  have  been  recom- 
mended. If  a  cadet  has  a  great  desire  to  enter  a  particular  corps  or 
arm  of  the  service,  he  is  much  more  likely  to  make  a  good  and  efficient 
officer  of  that  arm  than  if  he  were  forced  into  one  for  which  he  had, 
])ossibly,  no  liking  whatever.  I  would  give  them  choice,  according  to 
the  recommendation  of  the  Academic  Board,  each  assistant  instructor 
of  tactics  having  a  vote,  and  according  to  class  rank.  1  think  each 
graduate  should  serve  only  in  a  single  corps.  The  theoretical  and  prac- 
tical instruction  that  each  cadet  receives  in  all  arms  of  service  during 
a  five  years'  course  at  West  Point  is,  1  think,  sutiicient.  All  his  time 
after  graduation  will  be  recpiired  to  make  him  a  perfect  officer  in  the 
particular  arm  to  which  he  has  devoted  himself. 

I  do  not  think  all  cadets  should  study  the  whole  course  of  engineer- 
ing as  i)ursued  at  the  Academy.  There  are  minor  details  of  i)ermanent 
fortification,  which  I  think  could  be  omitted  with  advantage  by  all  but 
the  first  section. 

The  academic  course  should  be  almost  a  unit,  taught  equally  to  all 


MILITARY    ACADEMY    AT    WEST    POINT.  79 

the  cadets.  Special  scliools  for  instruction  and  practice  for  each  arm 
would,  I  believe,  conduce  greatly  to  the  etiiciencv  of  tlie  Army. 

I  can  su^^est  uo  clianges  in  the  academic  rcjiulatioiis.  To  keep  the 
sense  of  honor  and  tone  of  the  corps  at  the  hijihe.st  standard,  I  think 
it  necessary  that  a  law  be  framed  (if  ])ossible)  that  any  cadet  found 
guilty,  before  a  court  martial,  of  dishonorable  conduct,  sliall  be  irrevo- 
cably dismissed. 

The  discipline  of  the  corps  has  been  sensibly  impaired  by  leinstate- 
meuts  of  cadets  recommended  by  tiie  xVca«h'mic  l^oard  lor  dismissal,  ou 
account  of  deficiency  in  studies  and  in  conduct. 

In  regard  to  the  certificates  appended  to  reports  of  cadets,  I  consider 
them  unnecessary  and  injurious.  Strictly  conscientious  men  will  per- 
form their  duty  without  the  certificate,  w  Idle  those  not  so  conscientious 
soon  become  less  so,  and  learn  to  look  upon  a  certificate  as  a  mere  matter 
of  form. 

1  consider  the  order  from  the  War  Department,  prohibiting  the  count- 
ing of  demerits  against  cadets,  except  for  violations  of  existing  regu- 
lations, injurious  to  discipline.  Kegulatioiis  cannot  i)ossibly  cover  all 
oli'enses. 

Authority  should  be  given  to  the  Superintendent,  in  certain  extreme 
cases,  to  dismiss  peremi)torily. 

As  a  general  rule  1  <lo  not  think  that  officers  pursue  their  profes- 
sional studies  after  graduating.  They  are  sent  to  small  isolated  posts 
on  our  frontiers,  where  there  are  no  facilities  for  study,  and  especially 
on  the  Indian  frontier.  P^ach  is  changed  from  one  post  to  another  so 
frequently  and  so  suddenly,  that  even  when  he  lias  succeeded  in  collect- 
ing a  few  books,  he  may  at  any  time  be  obliged  to  abandon  them. 

As  a  means  of  exciting  emulation  in  the  Army,  and  oi)eniiig  a  door 
to  healthy  ambition,  I  recommend  that  every  promotion  be  preceded  by 
a  rigid  exauunation.  In  case  of  a  vacancy  in  any  grade,  if  the  senior 
ofticer  of  the  grade  below  cannot  pass  satisfactorily  the  examination, 
let  the  vacancy  be  filled  by  the  next  utticer  below  him  who  can  pass. 
The  examining  board  should  be  permanent  and  independent. 

There  is  now  in  the  Army  no  incentive  to  exertion  and  study  be- 
yond the  personal  satisfaction  each  officer  must  feel  who  has  a  conscious- 
ness of  having  done  his  duty.  The  careless  and  ignorant  officer  is 
jiromoted,  in  his  turn,  with  as  much  certainty  as  the  accomplished  and 
Conscientious  one. 

The  Commission  here  adjourned  to  meet  at  10  a.  m.  to-morrow. 


West  Point,  N.  Y.,  July  27,  ISOO. 

The  Commission  met  at  10  a.  m.  Tresent,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceed 
ings  of  yesterday'  were  rea<l. 

The  communicati  uis  received  yesieiday  from  (Tcneral  Scott,  Colonel 
Mansfield,  Colonel  linger.  Captain  Maynadier,  and  Professor  Bartlett 
were  also  read. 

jNIaJor  T.  II.  Holmes,  Eighth  Infantry,  being  present,  in  reply  to  ques- 
tions proposed  by  the  Commission,  stated  as  follows  : 

The  tactics  of  the  different  arms  are  so  dissimilar  that  I  should  not 
consider  that  an  otlicer  of  one  arm  could  handle  well  tioops  of  other 
arms.  I  do  not  think  that  graduates  should  serve  in  different  arms. 
They  can  learn  the  service  of  only  one  well.  An  officer  should  under- 
stand not  only  the  manipulations  but  the  philoso[>hy  of  movemcits,  and 


iiO  MILITARY    ACADEMY    AT    WEST    POINT. 

this  requires  inncli  study.  If  cotDmaiidinp:  troops  of  diflerent  arms, 
profossioiinl  j^rido  would  enable  him  to  acciuire  the  necessary  informa- 
tion. 

'I'iu'  praelical  instrnction  1  recommended  sliouKl  be  principally  in  the 
field. 

'I'lie  ojiportunities  for  study  at  many  military  ])osts  are  ji^ood.  There 
were  toleralde  libraries  at  many  of  the  frontier  stations,  until  the  regu- 
lation was  ma<le  breaking"  uj)  the  post  fund,  by  which  the  books  were 
purchased.  There  lias  been  no  inconvenience  from  sending  othcers  of 
infantry  to  the  .\cndemy.  The  infantry  would  be  glad  to  furnish  its 
(]nota  of  olhcers,  which  it  has  not,  by  any  means,  been  permitted  to  do. 

1  think  there  should  be  a  s(dioo!  of  ])ractice  for  infantry.  One  could 
be  established  at  Fort  Columbus  with  little  expense.  A  cavalry  school 
might  also  be  established  at  Carlisle  Barracks.  One  year  of  practical 
and  theoretical  instruction  wouhl  be  sufficient. 

]Mther  during  the  fifth  year,  or  after  graduating,  practical  instruc- 
tion should  be  given  in  the  method  of  making  out  accounts.  This 
woidd  save  much  trouble  to  oflicers  of  the  Army. 

r>revet  Second  Lieutenant  IJoKACE  Portek,  Ordnance  Department, 
a  graduate  of  the  present  3"ear,  was  called;  and,  in  reply  to  (p.iestious 
prop(>sed  by  the  Comn)ission.  stated  as  follows  : 

1  think,  as  regards  the  academic  course,  that  too  much  time  is  de- 
voted to  the  study  of  moral  science.  By  reading  the  book  twice,  one 
can  acquire  all  of  the  ideas,  and  that  is  sufficient.  It  is  now^  studied 
every  other  day  for  four  months.  The  course  in  heavy  artillery  is,  I 
think,  too  short.  In  the  course  of  surveying  we  practiced,  on  two  occa- 
sions, in  the  tield,  with  each  instrument.  In  astronomy,  every  cadet 
had  an  op|)ortunity  to  take  one  observation  with  each  instrument. 

The  state  of  discijdine  in  the  corps  depends  principally  ui)on  the  char- 
acter of  the  commandant  and  instructors  of  tactics.  While  I  have  been 
at  the  Academy  the  discipline  has  been  well  maintained.  The  system 
of  cadet  oflicers — officers  of  the  day,  of  the  guard,  and  superintendents 
of  subdivisions — signing  certificatf'S  in  regard  to  the  ])erformance  of 
tlieir  duties,  is  decidedly  pernicious.  After  a  period  of  time,  tlie  certifi- 
cates are  not  regarded  strictly.  The  appeal  should  be  made  to  a  cadet's 
sense  of  military  duty,  and  a  question  of  honor  should  not  be  involved 
in  a  matter  of  slight  imi)ortance. 

The  regulations  in  regard  to  smoking  are  bad.  The  permission  to 
smoke  allows  cadets  to  use  tobacco  only  in  places  where,  in  winter,  it 
is  almost  impossible  to  go.  It  would  be  well  to  have  a  separate  smok- 
ing room  for  each  class,  to  which  they  <;ould  repair  iu  hours  of  relaxa- 
tion, 

I  think  the  practice  should  be  abandoned,  among  officers,  of  ever  re- 
porting a  cadet  u{)on  suspicion.  This  would  raise  the  tone  of  the  corps. 
AVhen  a  question  of  fact  arises,  and  there  is  a  contradiction  between 
the  statements  of  the  officer  and  cadet,  although  the  cadet  asserts  posi- 
tively that  the  ollicer  is  mistaken,  and  is  himself  in  a  i)osition  to  know 
positively,  while  the  officer  is  not,  the  report,  nevertheless,  is  allowed  to 
stand  against  him.  I  think  this  is  wrong.  The  report  should  be  taken 
off,  or  an  investigation  should  be  had  before  a  court.  When  the  officer 
of  the  day  signs  a  certificate  that  he  has  performed  his  duty,  he  is  some- 
times rei)orted,  notwithstanding,  for  neglect  of  duty,  and  the  report 
stands  against  him.  It  should  either  be  removed,  or  tliere should  bean 
investigation.  As  to  a  certificate  shielding  a  cadet  from  the  ill-will  of 
those  whom  he  has  reported,  it  does  have  that  efiect,  to  a  certain  ex- 
tent; but,  at  the  same  time,  the  first  sergeants,  who  have  to  give  more 


MILITARY    ACADEMY    AT    WEST    POINT.  81 

reports  than  any  other  cadet  officers,  do  so  without  haviiifj  to  «ij^n  cer- 
tificates, and  the  ])ractice  does  not  occasion  trouble.  They  report,  also, 
as  conscientiously  without  the  certiticates,  as  the  other  otlicers  with 
them. 

I  do  not  think  that  the  military  exercises  interfere  with  the  academic 
studies.  That  would  depend  much,  however,  upon  the  constitution  of 
the  individual. 

The  practice  of  restoring  cadets  to  the  Academy  who  have  been  dis- 
missed has  had  a  very  bad  effect  upon  the  discipline  and  ai)[»licatiou  to 
study. 

A  recess  of  half  an  hour  was  taken,  durin;;'  which  the  Commissioa 
visited  and  examined  the  cadet  mess-hall  and  building.  Upon  reas- 
sembling, Urevet  Second  Lieutenant  W.  W.  McCbeeiiy,  artillery,  a 
graduate  of  the  present  year,  was  called,  and,  in  reply  to  the  questions 
proposed  by  the  Commission,  stated  as  follows  : 

In  regard  to  the  studies  pursued  at  the  Academy,  I  consider  the  eth- 
ical course  too  laborious,  and  the  History  of  Pliilosoph3'  by  Zennemaa 
an  unnecessary  study,  and  unsuitable  to  this  institution.  I  think  the 
book  on  i)refixes  and  suffixes  is  not  adapted  to  the  institution.  I  would 
not  recommend  the  study  of  practical  ethics  or  moral  science  ;  too  much 
time  certainly  is  devoted  to  the  latter.  I  think  that  Bidlion's  Analyti- 
cal Grammar,  which  was  fornjerl^'  studied,  is  better  suited  than  Fow- 
ler's, the  grammar  now  adopted.  More  instruction  in  heavy  artillery 
should  be  given  ;  also,  more  time  should  be  devoted  to  practical  in- 
struction, to  the  use  of  astronomical  and  surveying  instruments,  &g. 
In  this  the  course  is  now  deficient.  I  do  not  think  that  the  military 
exercises  at  present  interfere  with  the  academic  duties. 

There  is  an  inconsistency  about  the  system  of  demerits.  Sjinetimes 
a  cadet  will  be  severel^^  punished,  suspended,  or  dismissed,  for  a  cer- 
tain number  of  demerits,  and  others  who  get  many  more  will  have  them 
removed.  The  recent  order  is  not  advantageous  to  discipline  which 
directs  that  no  demerit  shall  count  which  cannot  be  classed  under  spe- 
cial regulations. 

To  insure  a  high  tone,  the  cadets  should  have  more  confidence  placed 
in  them.  Some  men  may  be  deficient  in  a  sense  of  honor,  but  the  sup- 
position should  be  that  they  are  gentlemen  till  they  have  proved  them- 
selves othersvise.  The  cadets  themselves  would  frown  down  any  at- 
tempts to  deceive  officers  if  confidence  were  placed  in  them. 

The  system  of  certificates  is  bad.  Appeal  should  be  made  to  military 
spirit  and  sense  of  duty.  It  is  similar  to  a  multiplication  of  oaths,  and 
1  think  the  tendency  will  be  that  cadets  will  learn  to  look  upon  a  cer- 
tificate as  a  formality,  and  not  as  a  matter  of  moral  obligation. 

The  system  of  reports  and  excuses  is,  I  think,  a  proper  one ;  but 
excuses  should  not  be  received  a  long  time  after  the  report  is  given. 
Where  there  is  a  discrepancy  between  the  statements  of  the  reporting 
officer  and  the  cadet  reported,  it  is  too  often  the  case  that  there  is  no 
decisive  investigation  made,  and  that  the  matter  is  not  properly  settled. 

I  am  opposed  to  a  five  years'  course.  It  is  wearisome.  The  cadets 
are  subject  to  the  same  strict  discipline  until  the  last  day  before  they 
leave.  The  object  of  education  is  to  train  the  nnnd  properly,  and  I 
think  the  four  years'  course  did  that  as  well  as  the  present.  Si)anish, 
which  is  very  necessary,  was  not  formerly  studied  in  that  course,  nor 
enough  of  general  history.  ^Military  history  I  do  not  think  could  be 
studied  properly  in  a  mere  course  of  academic  training. 

There  should  be  a  school  of  practice  for  every  corps — certainly  for 
S.  Mis.  3 G 


82  MILITARY    ACADEMY    AT    WEST    POINT. 

r.nc'li  coips  of  the  lino.  To  elevate  tlie  position  of  tlie  liigliest  class  in  a 
live  years'  term  and  diininisli  the  restrictions  wonkl  relieve  the  irksome- 
iiess  of  the  course,  but  \voul(l  injure  the  discipline. 

1  think  that  stall"  ollicers  should  have  more  service  with  troops.  If 
l)racticable,  oilicera  should  be  allowed  to  serve  with  all  arms.  This 
would  enable  them  better  to  understand  the  combinations. 

lirevet  Second  Lieutenant  J.  A.  Takdy,  corps  ofengiiuMMs,  a  gradu- 
ate of  the  ])resent  year,  was  then  called,  and,  in  reply  to  (juestions  j)ro- 
posed  by  the  Commission,  stated  as  follows: 

The  ethical  course  is  too  long,  and  too  much  time  is  devote<l  to  moral 
science.  It  is  ridiculed  by  the  cadets,  and  becomes  au  unprofitable 
study.  A  mau  comjjelled  to  go  through  the  present  course  would  never 
open  a  book  on  moral  science  again.  The  amount  of  instruction  in  graud 
tactics  and  strategy  should  be  increased.  This  branch  is  impoitant, 
and  iu  the  short  time  that  it  is  now  studied  more  is  learned  about  the 
military  i)rolession  than  in  any  other  equal  portion  of  the  course. 

There  should  be  more  instruction  in  practical  engineering,  in'the 
methods  of  conducting  a  siege,  and  reconnoissances,  in  topographical 
drawing  from  nature,  in  practical  astronomy,  tlie  use  of  astronomical  in- 
struments, &c.  There  is  no  instruction  in  the  practical  methods  re- 
sorted to  in  surveying  ;  but  I  think  enough  of  the  theory'  is  taught  to 
enable  a  person  to  work  out  such  methods  by  himself. 

"When  a  cadet  is  reported,  and  says  the  report  is  a  mistake,  it  should 
be  at  once  removed.  This  is  not  now  the  case.  The  feeling  in  the  corps 
would  sut^taiu  such  a  system.  It  has  a  bad  effect  to  place  no  confidence 
in  a  cadet.  The  latter  \Aill  now  sometimes  get  around  a  report  without 
exactly  telling  a  falsehood.  If  placed  upon  his  honor  and  trusted,  it 
■would  not  be  so. 

The  system  of  restoring  dismissed  cadets  has  a  very  bad  effect  upon 
the  discipline. 

The  cadets  are  permitted  to  smoke,  but  there  is  no  proper  place  for 
them  to  do  so.  They  would  smoke  less  in  their  quarters  if  not  prohib- 
ited. 

The  fare  is  very  bad.  I  have  lived  on  bread  for  days,  rathet  than  eat 
the  other  food  provided.     The  materials  are  bad  and  badly  cooked. 

1  do  not  think  the  military  exercises  interfere  at  all  with  the  studies. 
A  cadet  studies  better  after  riding  or  fencing.  There  is  no  use,  how- 
ever, in  the  prolonged  Sunday  tour  of  guard  duty.  These  tours,  given  as 
a  punishment,  lower  the  cadet's  idea  of  the  duties  of  sentinel. 

Eequiring  certificates  from  cadet  officers  is  useless.  Cadets  think 
nothing  of  them.  They  become  a  matter  of  form.  It  is  better  to  trust 
to  a  cadet's  sense  of  duty.  The  cadet  officers  should  not  be  selected  for 
their  standing,  but  for  their  military  qualities.  The  present  system  of 
making  non-commissioned  officers  is  good.  Corporals  and  sergeants  do 
not,  however,  exert  much  authority  over  first  class  men.  I  think  the 
latter  should  be  isolated  from  the  rest  of  the  corps,  and  detailed  iu  turn 
for  commissioned  officers'  duties. 

The  last  year's  course  should  be  practical,  though  I  do  not  think  that, 
at  the  end  of  three  years,  the  cadets  would  be  prepared  for  a  course  of 
application.  The  entering  qualifications  might  perhaps  be  made  higher, 
and  include  more  arithmetic,  and  a  certain  amount  of  algebra  and  plane 
geometry. 

The  lil)rary  should  be  thrown  o])en  to  cadets  for  the  withdrawal  of 
books.  Now  they  are  allowed  to  take  out  but  a  single  volume,  and  that 
from  Saturday  noon  till  Monday  morning.     The  consequence  is,  that,  not 


MILITARY    ACADEMY    AT    WEST    POINT.  83 

having  access  to  books  from  the  library,  they  read  a  miserable  descrip- 
tion of  literature. 

The  commission  here  adjourned,  at  4.30  p.  m.,  to  meet  at  10  a.  m.  on 
Monday  next. 

J.  C.  Ives,  First  Lieut.  Topngraphical  Eiujinecrs-, 

Secretary. 


West  Point,  N.  Y.,  July  30,  1800. 

The  Commission  met  at  10  a.  m.  Present :  All  the  members  excepting- 
the  Uon.  ^Ir.  Cochrane.  The  secretary  present.  The  proceedings  of 
yesterday  were  read. 

Communications  were  received  and  read,  in  reply  to  the  questions 
proposed  in  the  circular  letter  of  July  18,  from  General  J.  E.  Johnston, 
Quartermaster  General ;  Colonel  Uarvey  Brown,  second  artillery-;  Major 
J.  F.  Lee,  judge  advocate;  and  Captain  A.  E.  Sliiras,  subsistence  depart- 
ment.    (Appended  and  marked  M,  O,  P,  and  K.) 

A  communication  was  received  and  read  from  Colonel  J.  K.  F.  Mans- 
field, Inspector-General,  in  reply  to  the  questions  proposed  in  the  circular 
letter  of  July  23.     (Appended  and  marked  N.) 

A  table  was  submitted  from  the  Superintendent,  exhibiting  the  pro- 
portion of  the  cadets  who  have  graduated  from  tiie  Academy  to  those 
who  have  entered  during  the  four  periods  of  ten  years  between  1820  and 
1860.     (Appended  and  marked  S.) 

Brevet  Second  Lieutenant  W.  H.  Gibbes,  second  cavalry,  a  graduate 
of  the  present  year,  was  called;  and,  in  reply  to  questions  pro[>osed  by 
the  Commission,  stated  as  follows: 

I  have  little  to  say  regarding  the  course  of  instruction,  as  so  many 
changes  have  taken  place  during  the  past  few  years  in  the  course  of 
study  and  the  text  books.  As  regards  the  practical  iustruf-tion,  I  dis- 
approve of  the  present  mode  of  changing  instructors  every  season  in 
artillery".  It  occasions  a  looseness  in  the  instruction.  1  think  there 
should  be  two  instructors  in  practical  artillery  stationed  here  for  their 
term  of  four  years. 

In  respect  to  discipline,  there  has  been  an  order  not  allowing  cadets 
to  be  reported  except  for  violations  of  stated  regulations.  This  order  1 
consider  an  injudicious  one,  as  the  regulations  cannot  cover  all  cases 
foi'  which  a  dclinqneut  should  be  punished. 

I  do  not  think  there  can  be  devised  a  sufficient  substitute  for  the 
demerit  syt^tem.  Cadets  who  exceed  the  number  of  demerit  which  the 
regulations  allow,  should  be  dismissed,  and  not  permitted  to  return. 
The  recent  practice  to  the  contrary  has  injured  the  discipline. 

Cadets  are  not  now  treated  with  sufficient  confidence.  They  ought 
to  be,  but  are  nor,  regarded  as  honorable  gentlemen.  When  a  report 
is  positively  denied,  the  denial  should  be  considered  sulticient,  or  an  in- 
vestigation should  be  made.  In  this  respect,  I  think  that  many  abuses 
have  occurred. 

The  certificate  system  is  bad.  I  can  see  no  advantage  whatever  in 
it,  but  many  disadvantages.  A  cadet  would  have  a  feeling  of  pride  in 
performing  his  duties  without  a  certificate,  which  he  has  not  now. 

Cadets  should  be  taught  by  their  instructors,  while  passing  over  the 
theoretical  course,  what  will  be  the  practical  Viilue  of  their  ac(]uisitions. 
A  portion  of  the  course  they  will  now  sometimes  neglect,  thinking  that 
it  will  do  them  ncj  good.    This  is  especially  the  case  with  the  mathe- 


84  MILITARY    ACADEMY    AT    WEST    POINT. 

ni;iti(';il  studies.     I  ilo  not  think  the  use  of  asti()iu)niieal  instmiiients  is 
sullicieiitl.v  exphiiiU'd. 

The  toiutii  ehiss  has  too  little  to  (h),  in  proportion  to  wiiat  is  done  i)y 
the  other  chisses.  A  portion  ot  the  lirst  tdass  year,  while  the  j)robleins 
are  being  drawn,  might  be  <levoted  to  learning  the  use  of  instruments, 
to  instruction  in  the  practical  duties  of  reconnaissances,  and  in  juacti- 
cal  geology.  Too  much  tii.ie  is  now  devoted  to  ethics,  particidarly  to 
moral  science.  One  month,  instead  of  four,  would  be  suflicient  time  to 
devote  to  the  latter.     Scarcely  enough  of  history  is  taught. 

r.revet  Second  Lieuteuanl  J.  D.  IvA:\iseuk,  Third  Artillery,  a  graduate 
of  the  present  year,  was  called,  and,  in  reply  to  questions  i)roposed  by 
the  (3ommissiou,  stated  as  follows: 

As  regards  the  theoretical  course  of  instruction,  I  think  too  little 
time  has  been  given  to  artillery  tactics.  Tije  ethical  course  is  too  long, 
particularly  the  study  of  moral  science  is  unnecessarily  extended.  This 
whole  subject  is  ridiculed,  and  sliould  not  be  taught  in  the  section- 
room. 

As  regards  the  i)racti('al  course,  I  think  more  time  is  devoted  to 
infantry  drills,  proportionally,  than  is  accorded  at  present  to  instruc- 
tion in  other  arms. 

The  discii)iine  has  been  much  injured  by  cadets  not  being  dismissed 
after  getting  tlie  number  of  demerits  to  which  the  regulations  restrict 
them.  They  are  now  careless  about  how  many  demerits  they  get.  I 
think  demerit  should  uot  be  considered  in  making  up  class  standing. 
For  a  certain  number  of  demerits  there  should  be  punishments  assigned, 
extra  tours  of  guard  duty,  continement  to  quarters,  &c.  There  is  a 
feeling  in  the  coips  rather  to  the  prejtulice  of  ii  cadet  who  raises  himself 
above  others  by  avoiding  demerit. 

Cadets  go  into  the  service  ignorant  of  it  in  a  great  measure,  and 
often  not  capable  of  judging  what  corps  they  are  best  fitted  for.  They 
ought  to  have  some  practical  experience,  before  being  permanently 
assigned  to  particular  corps.  1  cannot,  however,  suggest  a  method'b^' 
which  this  could  be  done. 

The  effect  af  restoring  to  the  Academy  cadets  found  deficient  in 
studies,  or  dismissed  by  courts-martial  lor  bad  conduct,  has  been,  par- 
ticularly during  the  past  year,  very  injurious  to  discipline. 

A  separation  of  the  first  class  fiom  the  rest  of  the  corps,  and  placing 
them  in  a  higher  position  would,  I  should  api)reliend,  be  injurious  to 
discipline. 

The  system  of  demerits  I  consider  a  good  one  if  it  were  properly  car- 
ried out.  I  do  not  think  the  late  regulation  a  proper  one,  which  allows 
an  appeal  concerning  demerit  to  be  made  to  the  Academic  Board. 

The  Commission  here  took  a  recess  for  half  an  hour,  and  made  a  sec- 
ond examination  of  the  cadets'  mess-hall  and  building.  Upon  reassem- 
bling. Lieutenant  Kamseur  was  recalled,  and,  in  reply  to  further  ques- 
tions of  the  Comujissiou,  stated  as  follows : 

1  do  not  think  there  is  sfrfiicieut  practice  in  the  field  with  astronomical 
and  surveying  instruments.  There  are  theories  taught  in  the  i)hilo- 
sophical  course  which  cadets  would  not  be  able  to  put  in  practice,  and  1 
think  all  of  the  theoretical  course  would  be  better  understood  and  re- 
membered, if  there  were  more  practical  instruction.  This  would  re- 
quire several  months'  additional  time. 

I  do  uot  think  the  instruments  in  the  observatory  could  be  used  by 
the  cadets  without  injury  to  their  adjustmeur,  w'lth  the  i>reseut  practical 
knowledge  they  have  of  those  instruments. 

1  think  that  cadets  who  have  no  special  talent  for  drawing,  learn  lit- 


MILITARY    ACADEMY    AT    WEST    POINT.  85 

tie  in  that  department.     Practice  in  sketching  from  uatnre  has  been 
introduced  since  my  chiss  completed  their  course  in  drawinfj. 

I  do  not  think  that  the  military  exercises,  rivling,  fencing,  &c.,  at  all 
interfere  with  the  studies. 

A  colnmnnication  was  received  and  read  from  Lieutenant-Colonel  W. 
J.  Hardee,  Commandant  of  Cadets,  in  reply  to  the  questions  i)roposed 
in  the  letter  of  the  18th  instant.     (Appended  and  marked  T.) 

Colonel  Hardee  being  present,  in  reply  to  further  questions  proposed 
by  the  Commission,  staled  as  follows: 

There  is  so  intimate  a  connection  between  the  systems  of  tactics  in 
different  arms,  that  a  well-instructed  field  officer  should  be  able  to  give 
instruction  in  all. 

The  system  of  light  infantry  tactics  new  taught  at  the  Academy  is, 
I  think,  applicable  to  all  movements  of  infantiy  troops.  I  think  the 
time  of  their  reaching  particular  points  can  be  calculated  with  the  same 
precision  as  with  heavy  infantry.  With  the  latter  the  doable  quick 
time  can  be  dispensed  with.  The  cadets  are  benefited  physically  by 
the  light  infantry  drill.  The  manual  in  this  system  was  intended  for 
the  short  arm  and  the  saber  bayonet.  That  now  in  use  at  the  Academy' 
is  adapted  to  the  old  arm.  There  ought  to  be  a  new  manual  for  the 
ritle-musket.  A  single  manual  cannot  be  devised  that  is  suitable  for  all 
arms. 

A  graduate  of  twenty-one  should  be  able  to  fill  any  command  to 
which  he  oiu/ht  to  be  assigne<l.  Under  the  four  jeart,'  course  1  con- 
sider schools  of  application  indispensable.  I  doubt  whether  the  aca- 
demic course  could  be  made  to  include  the  instruction  that  should  be 
given  in  such  schools. 

In  the  course  of  equitation  I  have- found  the  models  of  the  greatest 
advantage.  The  cadets  acquire  an  excellent  knowledge  of  the  veteri- 
nary art.  In  order  to  introduce  this  course,  I  have  had  to  abaudon 
much  of  the  study  in  cavalry  tactics;  but  the  knowledge  of  infantry  tac- 
tics, with  the  practical  instruction  in  cavalry,  makes  up  for  the  defi-' 
ciency. 

In  the  selection  of  captains  of  the  Army  as  professors,  there  would, 
perhaps,  be  some  iuconvenience  avoided  by  conlining  thechoice  to  what 
are  called  the  scientific  corps;  but\the  exclusion  ot  officers  of  the  line 
would  be,  I  th-nk,  an  invidious  distinction.  The  professors  should  be 
made  to  teach  special  sections,  as  this  would  oblige  officers  who  might 
at  any  time  be  detailed  for  that  duty,  to  kee[)  up  a  ceit  un  knowledge 
of  the  course. 

I  think  the  "  four  years'  rule"  an  admirable  one,  if  applietl  with  dis- 
cretion. The  Superintendent  miglit  be  made  an  exception,  unless  that 
position  were  thrown  open  to  othcers  of  all  corps.  p]xcei)tional  cases 
should  also  be  made  where,  by  the  operation  of  the  rule,  all  of  the  iu- 
structois  in  a  particular  department  would  be  removed  at  the  same 
time. 

The  course  on  strategy  has,  perhaps,  more  attraction  for  the  cadet 
than  any  other  pursued  at  the  institution.  1  think  it  is  suthciently 
long.  It  induces  the  young  men  to  read,  and  for  that  purpose  they 
should  be  allowed  to  take  books  from  the  library.  The  course  of  strat- 
Pgy^  grand  tactics,  «S:c.,  was  transferred  to  my  (lepurtment  from  that  of 
engineering.  ,  * 

1  have  two  assistant  instructors  of  cavalry,  two  of  infantry,  and  one 
of  artillery.  The  cavalry  officers,  in  addition  to  equitation  anil  cavalry 
tactics,  were  to  teach  outpost  duty;  the  infantry  officers  to  teach  in- 
fantry tactics,  strategy,  grand  tactics,  logistics,  &c. ;  the  artillery  otlicer 


86  MILITARY    ACADEMY    AT    WKST    POINT. 

to  teacli  aililU'ry  tactics  and  aiiiiy  organization  and  administration. 
A  rt';j;nlation  ol  tlu'  War  Di'partnicnt,  liowcvcr,  nM|nircd  each  instructor 
to  take  sections  in  each  study,  which  has  some,  disadvantages.  There 
are  two  classes  under  instru(;tion.  1  liave  a  general  supervision  of  the 
course,  w  hich  1  accomplish  by  visitinjj  th3  section  rooms  and  putting 
questions  to  the  cadets.  There  are  lectures  delivered  by  the  instructors 
and  by  the  cadets. 

A  new  comman<lant  will  have  di.'liculty,  in  addition  to  bis  other  duties, 
in  mastering  all  the  subjects  which  he  will  have  to  sui)ervise.  To  re- 
lieve him  tlieie  should  be  an  additional  ollicer  of  artillery  to  divide  the 
labor.  This  otlicer  should  prepare  lectures,  and  be  entirely  charged 
with  the  artillery  instruction,  with  army  organization,  and  discipline, 
«S:c.,  and  should  teach  the  lirst  sections  in  all  of  the  subjects  that  do  not 
belong  to  some  special  arm. 

As  commandant  1  have  the  entire  charge  of  tlie  disci))line.  All  re- 
ports (fome  to  and  are  examineil  by  njc.  The  system  is  as  follows: 
When  a  cadet  is  reported  lor  an  ofleuse  the  report  is  shown  to  me,  re- 
corded in  a  delinquency  book,  and  read  at  evening  parade;  the  next 
morning,  if  the  young  man  pleases,  he  may  submit  to  me  a  verbal  ex- 
cuse. If  this  is  satisfactory  I  remove  the  report;  if  not,  I  ask  for  a 
written  excuse,  which  is  referred  to  the  reporting  ofBcer.  If  this  refer- 
ence is  satisfactory  1  remove  the  report;  if  not,  it  is  referred  to  the 
Superintendent,  and  passes  beyond  my  control. 

Where  there  is  a  question  of  fact  I  take  the  cadet's  word,  unless  there 
is  some  strong  reason  to  distrust  him.  Where  there  has  been  an  abso- 
lute question  of  veracity  I  have  always  stated  the  circumstances,  and 
asked  for  an  investigation. 

The  regulation  that  a  cadet  who  receives  100  demerits  in  six  months 
shall  be  dismissed,  ought  to  be  enforced.  A  few  years  ago  a  cadet  that 
exceeded  the  required  number  was  invariably  dismissed  from  the  Acad- 
emy ;  now  he  never  is  ;  and  the  effect  is  most  injurious  to  discipline,  ren- 
dering the  cadets  careless  and  inattentive  to  regulations. 

The  Commission  have  adjourned,  at  3  p.  m.,  to  meet  at  10  a.  m.,  to- 
morrow. 

J.  C.  Iv£s,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  N.  Y.,  July  31,  ISGO. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceed- 
ings of  yesterday  were  read. 

A  communication  was  received  and  read  from  First  Lieutenant  C.  W. 
Field,  Second  Cavalry,  in  reply  to  the  questions  proposed  in  the  letter  of 
the  Commission  of  the  18th  instant.     (AiVjjended  and  marked  U.) 

A  communication  was  received  and  read  from  First  Lieutenant  S.  B. 
Holabird,  adjutant  of  the  post,  containing  views  in  relation  to  examina- 
tions for  promotions  in  the  Army.     (Appended  and  marked  V.) 

Bri'vet  Second  Lieutenant  Frank  JIuger,  Third  Infantry,  was  called, 
and,  in  reply  to  questions  proposed  by  the  Commission,  stated  as  fol- 
lows : 

As  regards  the  course  of  instruction  I  think  the  ethical  course  should 
be  abridged.  Prefixes  and  suffixes,  moral  science,  and  certain  papers 
that  are  attached  to  the  course  might  be  omitted  or  very  much  short- 


MILITARY    ACADEMY    AT    WEST    POINT.  87 

ened.    The  study  of  moral  science  is  nuule  a  farce  of,  and  had  better  be 
left  out. 

The  ordnance  course  has  been  too  short.  The  practical  instruction  is 
perhaps  as  good  as  it  can  be  for  the  time  allowed,  though  I  think  an 
unnecessary  time  is  given  to  infantry  drills. 

The  system  of  discipline,  I  tliink,  requires  no  change.  The  regula- 
tions are  suflicient,  and  only  require  to  be  carried  out  to  insure  good 
discipline. 

The  military  duties  do  not,  I  think,  interfere  at  all  with  the  studies, 
but  are  rather  an  assistance  than  otherwise. 

The  system  of  signing  certificates  is  very  pernicious.  The  certificates 
have  been  multiplied  to  an  improper  extent.  The  officer  of  the  day 
alone  should  be  required  to  sign  one. 

The  regulation  allowing  an  appeal  to  the  Academic  Board  in  case  of 
a  report  has,  I  think,  a  bad  eflfect  upon  discipline. 

The  regulation  requiring  cadets  to  be  dismissed  who  have  more  than 
a  certain  number  of  demerits  should  be  carried  out.  The  practice  of  re- 
storing dismissed  cadets  has  been  most  injurious  to  discipline.  The 
failure  in  carrying  out  the  regulations  appears  to  have  been  due  to  in- 
fluences brought  to  bear  at  Washington  in  favor  of  the  delinquent. 

In  giving  excuses  for  reports,  questions  of  veracity  have  arisen  and 
have  not  been  proi)erly  investigated.  I  have  heard  of  a  cadet  applying 
in  vain  for  a  court  of  iuquir3\  The  cadet's  honor  is  thus  impugned, 
and  he  has  no  redress. 

Great  injustice  is  sometimes  done  to  cadets  by  arranging  their  order 
of  rank,  in  commencing  a  study,  according  to  their  standing  in  some 
previous  study.  I  think  they  should  be  arranged  according  to  their 
general  standing,  which  takes  into  account  all  of  the  studies.  The  man- 
ner is  important,  as  a  cadet  is  very  apt,  after  being  at  the  Academy  for 
two  or  three  years,  to  retain,  in  many  less  difficult  studies,  the  standing 
with  whicli  he  commences. 

I  do  not  think  demerits  should  enter  into  class  rank.  The  conse- 
quences are  too  remote  and  are  not  sufficiently  appreciated  by  the 
younger  cadets.  It  would  be  better  to  punish  cadets  at  once  for  mis- 
conduct, and  in  some  other  way. 

The  cadets  should  have  more  access  to  the  library,  and  should  have 
permission  to  draw  out  books.  At  the  present,  the  library  is,  to  a  great 
extent,  closed  to  the  corps. 

The  cadets  of  my  class  attained  little  proficiency  in  the  Spanish  lan- 
guage. At  that  time  the  course  had  just  commenced.  The  professor 
had  no  assistant,  and  taught  the  whole  class.  The  French  language 
was  taught  more  thoroughly.  I  think  the  Spanish  course  has,  since  the 
time  my  class  studied  it,  been  considerably  extended  and  improved. 

I  have  not  found  the  course  wearisome  or  oppressive.  There  has 
generally  been  ample  time  to  learn  the  lessons,  though  occasionally, 
when  there  have  been  three  recitations  a  day,  it  has  been  difficult  to 
prepare  them  i)roperly. 

The  course  of  mineralogy  and  geology  is  taught  with  much  thorough- 
ness. There  is  a  great  deficiency  in  the  course  of  practical  instruction 
in  the  use  of  surveying  and  astronomical  instruments.  I  do  not  think 
anything  could  be  omitted  with  advantage  from  the  course  of  natural 
philosophy,  &c.  The  instruction  in  mathematics  contains  all  that  is 
necessary  to  enable  one  to  master  the  subsequent  courses. 

The  fare  at  the  mess  is  not  what  it  should  be.  There  is  frequently 
not  enough  of  food  to  eat  that  is  fit  to  be  swallowed.  I  have  often,  after 
a  hard  morning's  work,  been  comi)elled,  for  want  of  other  suitable  food, 


88  MILITARY    ACADEMY    AT    WEST    POINT. 

to  dine  ofT  of  bieael  oxclnsivoly.  I  think  tliat  cadets  might  have  a  cer- 
tain snperintendency  over  tlie  commissary  department ;  a'jd  this  would 
enable  them  to  gain  information  re.sj)ectin<i:  that  department  and  the 
preparation  of  accounts — subjects  now  of  which  they  are  taught  nothing 
— that  would  be  ot  great  value  to  a  young  oflicer. 

I  think  throughout  the  whole  course  of  instruction  there  is  a  defi- 
ciency in  i)racti('al  ajtplications  of  the  theories  that  are  taught.  This 
probably  arises  from  a  want  of  time. 

The  Commission  here  took  a  recess  for  an  hour,  and  again  visited  the 
cadets'  mess-hall  and  building;  after  which  the  hospital  was  visited  and 
examined. 

Upon  reassembling,  Lieutenant-Colonel  IIardee,  Commandant  of  Ca- 
dets, was  recalled,  and,  in  reply  to  questions  proposed  by  the  Commis- 
sion, stated  as  follows : 

If  a  cadet  feels  aggrieved  by  a  report,  the  regulations  now  allow  him 
to  refer  it  to  the  Academic  Board.  Apart  from  this,  he  can  make  an 
appeal,  under  the  thirty-fifth  aiticle  of  war,  I  know  of  no  case  where 
a  cadet  has  made  such  an  ajpeal,  though  I  have  advised  the  Superin- 
tendent to  offer  this  method  of  redress  in  at  least  one  case.  The  134th 
paragraph  Academic  Regulations  also  affords  a  means  of  redress  in  case 
of  a  supposed  wrong. 

In  case  of  the  restoration  of  a  four  years'  term,  as  it  would  be  neces- 
sary to  omit  a  portion  of  the  present  course,  I  would  suggest,  in  addi- 
tion to  the  studies  I  have  mentioned — Spanish  and  strategy — to  omit  a 
portion  of  the  ethical  course,  moral  science,  logic,  &c.  1  would  like, 
also,  if  it  were  practical,  to  see  the  standard  of  admission  raised.  The 
course  of  practical  engineering,  I  think,  might  be  omitted  without  in- 
jury. 

As  a  matter  of  practical  importance  to  our  officers,  I  consider  the 
Spanish  language  of  greater  value  than  the  French,  As  respects  gen- 
eral education,  of  course  the  French  is  more  necessary,  I  think  that 
both  the  languages  could  be  taught  by  one  professor. 

Paragraphs  109,  110,  Academic  Kegulatious,  give  the  punishments  to 
which  the  cadet  is  liable  and  how  thej'  may  be  inflicted. 

When  an  oflicer  is  required  for  duty  at  the  Academy  in  a  particular 
department,  the  Superintendent  i)repares  a  list  of  names,  which  the 
head  of  the  department  arranges  iu  order  with  regard  to  the  fitness  of 
the  individuals  for  the  duty.  The  paper  is  sent  to  Washington,  wheu 
the  detail  is  made  generally  from  among  the  persons  upou  the  list. 

I  do  not  think  a  cadet's  graduating  standing  is  at  all  a  sure  criterion 
of  his  fitness  for  duty  afterwards  in  the  tactical  department. 

It  is  important  that  the  gieiter  ]>art  or  all  of  the  officers  in  one  de- 
IJartment  should  not  be  relieved  at  the  same  time. 

At  4  p.  m,  the  Commission  adjourned,  to  meet  10  a,  m.  to  morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  New  York, 

August  1,  18G0. 
The  Commission  met  at  10  a,  m.    Present,  all  the  members  except- 
ing the  Hon.  Mr,  Cochrane.     The  secretary  present.     The  proceedings 
of  yesterday  were  read. 

Communications  iu  reply  to  the  questions  proposed  by  the  Commission 


MILITARY    ACADEMY    AT    WEST    POINT.  89 

in  the  circular  letters  of  the  IStb  and  23d  ultimo  were  received  and  read 
from  Colonel  S.  Cooper,  Adjutant-General  ;  Lieutenant-Colonel  Justin 
Dimick,  Second  Artillery ;  Professor  A.  D.  Bacbe,  Superintendent 
Coast  Survey  :  Professor  K.  H.  Afrnel,  United  States  Military  Academy. 
(Appended  and  marked  W,  Y,  Z,^  A.) 

Lieutenant-Colonel  W.  J.  Haedee,  Commandant  of  Cadets,  was  re- 
called, and  in  reply  to  the  questions  proposed  by  the  Commission,  stated 
as  follows  : 

The  present  arrangement  in  regard  to  the  supervision  and  manage- 
ment of  the  cadets'  mess-hall  is  a  good  one.  I  direct  the  officer  in 
charge  to  make  a  daily  inspection,  and  to  receive  reports  from  cadets 
in  respect  to  anything  that  is  irregular  or  improper  about  the  fare.  1  do 
not  think  it  would  be  practicable  to  permit  the  supervision  and  charge 
of  the  mess  to  be  in  the  hands  of  any  of  the  cadets.  Paragraphs  260 
and  272,  Academic  Eegulations,  prescribe  the  rules  for  the  government 
of  the  mess.  The  Commandant  is  the  inspector,  but  the  Superintendent 
has  exclusive  control  of  the  fare  given  to  the  cadets.  If  the  present 
regulations  are  carried  out  I  do  not  think  there  is  any  necessity  for  a 
change.  I  would  recommend  that  the  fare  be  improved,  and  that  a 
higher  price  be  paid  by  the  cadets  for  board.  This  might  be  raised  to 
S12  a  month  with  the  present  pay. 

Captain  W.  li.  PalmeI?,  topographical  engineers,  being  present,  in 
reply  to  questions  proposed  by  the  Commission,  stated  as  followss: 

I  have  had  charge  of  the  Coast  Survey  Office  for  a  few  years  past, 
and  my  experience  lias  led  me  to  the  conclusion  that  the  young  officers 
who  are  detailed  for  service  upon  the  survey  are  generally  deficient  in 
the  practical  knowledge  of  instruments.  Even  the  simj)lest  instruments, 
the  theodolite  and  level,  they  can  scarcely  use  to  advantage  without 
considerable  training.  1  should  think  that  a  month  of  practical  instruc- 
tion at  the  Academy  would  give  them  a  tolerable  amount  ot  skill,  and 
be  a  great  improvement  to  the  course. 

First  Lieutenant  G.  H.  Mendell,  topographical  engineers,  acting 
assistant  professor  of  philosoi>hy,  was  called,  and  in  reply  to  questions 
l^roposed  by  the  Commission,  stated  as  follows : 

With  regard  to  the  course  of  philosophy,  I  do  not  think  there  is  any- 
thing to  add  to  it.  It  is  now  very  complete.  There  are  some  subjects, 
particularly  in  the  branch  of  mechanics,  that  are  perhaps  too  difficult 
for  the  lowest  sections.  I  have  not  had  ])ersonal  experience  with  those 
sections,  but  that  is  my  opinion.  I  think  that  there  are  many  in  every 
class  who  have  not  enough  knowledge  of  mathematics,  owing  to  a  want 
of  aptitude  for  thft  study,  to  master  the  whole  course  of  philosophy. 
I  would  therefore  omit  certain  portions.  The  standard  at  the  Acadenjy 
is  not  too  high  for  competent  persons,  but  I  have  sometimes  thought 
that  there  are  many  in  the  lowest  sections  whom  it  is  scarcely  worth 
while  to  instruct  in  the  whole  of  the  present  course.  It  is  of  little  prac- 
tical value  to  them  afterwards. 

In  each  section  there  are  ten  or  twelve  cadets.  The  recitation  occu- 
pies an  hour  and  a  half.  A  portion  of  the  cadets  are  sent  to  the  black- 
board to  make  demonstrations;  others  are  questioned.  Occasionally 
lectures  are  delivered  by  the  professor.  The  course  is  sufficiently  illus- 
trated by  experiments. 

There  is  not  enough  time  given  to  the  practical  use  of  instruments, 
particularly  astronomical  instruments.  Two  or  three  months  would 
be  required  to  give  the  knowledge  that  should  be  possessed  of  the  ad- 
justment and  use  of  tlie  transit,  sextant,  zenith  instrument,  chronom- 


\)0  MILITARY    ACADEMY    AT    WEST   POINT. 

eters,  &c.  I  assume  tbat  the  use  of  surveying  instruments  is  already 
uiulorstood.  More  practical  instruction  should  be  given  in  the  use  of 
baronu'tors. 

I  think  the  ])rescnt  method  is  a  good  one  of  assigning  cadets  to  corps. 
You  n)ay  not  invariably  get  the  best  talent,  but  you  are  always  sure  of 
application. 

1  think  engineer  o(!icers  see  enough  of  service  with  troops  in  the 
ordinary  line  of  their  duties.  To  make  a  good  topographical  engineer, 
a  certain  amount  of  scientific  taste  and  mathematical  talent  is  neces- 
sary. Drawing  is  not  so  important.  A  certain  amount  of  skill  is  re- 
quired in  making  reconnoissances,  &c.,  but  for  the  most  elaborate  draw- 
ing it  is  generally  better  to  employ  professional  draughtsmen.  There  is 
no  distinction  between  the  duties  of  engineers  of  the  line  and  topo- 
graphical engineers.  The  Academic  Board,  however,  recommend  a  cer- 
tain set  of  cadets  for  the  engineer  corps  and  all  other  corps ;  a  second 
set  for  the  topographical  engineers  and  all  corps  but  the  corps  of  engi- 
neers. There  is  no  reason  in  this,  and  it  operates  against  the  topo- 
graphical engineers  by  inducing  certain  cadets,  who  might  otherwise 
go  into  that  corps,  to  believe  that  the  other  requires  a  higher  order  of 
talent,  and  therefore  to  give  it  their  preference. 

First  Lieutenant  Henry'  Douglass,  Ninth  Infantry,  assistant  pro- 
fessor of  drawing,  was  then  called,  and  in  repl^'  to  questions  proposed 
by  the  Commission,  stated  as  follows: 

There  is  enough  instruction  given  to  the  cadets  in  sketching  topog- 
raphy in  the  field  to  enable  cadets  or  graduates  afterwards  to  proceed 
to  practice  without  further  instruction.  The  system  of  topography 
taught  was  adopted  by  Professor  Smith  from  the  French.  It  is  the 
vertical  system  in  use  in  the  Army  If  topographical  drawing  came  last, 
instead  of  first,  in  the  course  of  instruction,  the  cadets  would  sketch 
topography  better  thau  they  now  do  before  they  have  commenced  the 
other  style  of  drawing;  but  the  topographical  practice  is  merely  me- 
chanical, and  leads  the  beginner  up  to  the  other.  The  main  object  in 
teaching  drawing  is  to  enable  the  ofihcers  to  sketch  topography.  There 
are  no  text-books  used  in  the  drawing  department.  I  give  a  course  of 
lectures  to  the  third  class. 

First  Lieutenant  J.  C.  Kelton,  Sixth  Infantry,  instructor  in  the  use 
of  small-arms,  presented  a  communication  in  reply  to  the  questions 
proposed  by  the  Commission  in  their  letter  of  the  IStli  ultimo,  which 
communication  was  read.     (Appended  and  marked  B'). 

In  reply  to  further  questions  proposed  by  the  Commission,  Lieutenant 
Helton  stated  as  follows : 

The  principal  advantages  to  the  soldier  in  gymnastic  exercises  are, 
increased  endurance  and  self  confidence.  The  formation  of  a  proper 
gymnastic  equipment  at  the  Academy  would  be  atteuded  with  little 
expense.  The  only  place  at  all  suitable  is  the  old  riding  hall,  and  that 
is  too  low  and  contracted  to  make  a  good  gymnasium. 

The  cadets  manifest  a  good  deal  of  interest  in  the  instruction  in  the 
bayonet  exercise. 

I  do  not  think  that  too  much  time  is  devoted  to  infantry  drills, 
though,  perhaps,  a  portion  of  the  time  could  be  more  profitably  em- 
ployed. Many  of  the  company  drills  might  be  replaced  by  skirmish 
drills. 

I  think  it  would/ very  much  interfere  with  discipline  to  place  the  first 
class  in  a  higher  position  than  the  other  cadets,  provided  they  contin- 


MILITARY  .ACADEMY    AT    WEST    POINT.  91 

ued  to  associate  with  the  others.     If  they  could  be  separated  fioiu  tLe- 
others,  there  might  be  many  advantages  attending  such  a  change. 

At  the  western  posts  1  do  not  think  there  is  much  study  among  the 
graduates  after  entering  their  respective  corps. 

At  o.ir>  p.  m.,  the  Commission   adjouiued  to  meet  at  10  a.  m.  to-mor- 
row. 

J.  C.  IVES, 

First  Licnt.  Topogrniiliical  Engineers^  Secretary. 


West  Point.  New  Xork, 

Avfjust  2,  1800. 
The  Commission  met  at  10  a.  m.    Present,  all  the  members  excepting 
the  Hon.  Mr.  Cochrane.     The  secretary-  present.     The  proceedings  of 
yesterday  were  read. 

A  communication  was  received  and  read  from  Professor  A.  E.  Church, 
of  the  Military  Academy,  in  reply  to  the  questions  proposed  in  the  cir- 
cular letter  of  the  18th  ultimo.     (Appended  and  marked  C.) 

Professor  Church  being  present,  in  reply  to  further  questions  pro- 
posed by  the  Commission,  stated  as  follows  : 

Difficulties  seldom  arise  from  cadets  entering  the  Academy  too  young. 
We  generally  find  the  minds  of  young  men  at  the  age  of  sixteen  sufti- 
ciently  developed  to  master  the  course.  It  more  often  hap{)ens  that  a 
youth  who  has  put  off  acquiring  an  education  till  the  age  of  twenty-one 
fails  from  the  want  of  habits  of  study.  I  would  not  recommend  any 
change  in  the  regulation  respecting  the  required  age  for  admission,  ex- 
cepting, perhaps,  if  a  five  years'  course  is  adopted,  the  superior  limit  of 
age  might  be  changed  from  twenty-one  years  to  twenty.  As  a  general 
rule,  the  best  minds  are  among  those  who  have  entered  the  Academy 
between  the  ages  of  sixteen  and  nineteen. 

When  the  five  years'  term  was  established,  the  entering  class  was 
divided  into  two,  according  to  age.  The  younger  division,  which  had  a 
course,  for  a  time,  parallel  with  the  other,  evinced  a  marked  superiority 
over  the  elder.     It  was,  perhaps,  partly  accidental. 

I  would  have  each  section  in  my  department  study  about  the  same 
time,  and  the  same  amount  that  it  does  now.  The  first  section  can 
easily  acquire  the  course  allotted  to  it,  while  the  last  is  learning  its  por- 
tion. 

The  effect  of  restoring  to  the  Academy  cadets  dismissed  for  bad  con- 
duct has  been  very  injurious  to  discipline.  The  recommendation  of  the 
Academic  Board,  that  cadets  found  deficient  in  studies  should,  in  a  few 
cases,  be  allowed  to  go  over  the  course  of  the  preceding  year  again,  has, 
I  think,  a  good  effect,  in  encouraging  cadets  in  the  lowest  sections  to 
studious  habits  and  good  conduct. 

I  think  that  the  number  of  demerits  should  have  its  influence  in  tha 
formation  of  class  standing.  Without  this  regulation  the  cadets  would 
become  careless  in  their  conduct  and  inattentive  to  many  of  their  duties. 
The  systematic  and  punctual  habits  of  the  cadets,  which  go  so  far  iu 
the  formation  of  a  military  character,  are  acquired,  in  a  great  measure, 
Irom  the  influence  of  this  regulation,  whde  tiie  discipline  of  the  Acade-, 
my  is  greatly  promoted. 

The  order  restricting  demerit  to  violations  of  published  regulations  is 
not,  I  think,  a  good  one,  as  all  the  cases  that  may  come  up  cannot  be 
covered  by  written  rules. 


92  MILITARY    ACADEMY    AT    WEST    POINT. 

•  List  of  (letnci  it  is  iu)t  n  pioiicr  iiaiiit'.  It  slmiikl  be  calleil  the  couduct 
roll. 

1  tliiiik  the  nu'llioil  of  reeomriu'iulin^r  Jjrsiduates  to  coips  or  arms  is 
about  tlie  best  that  could  be  ad(»])ted.  The  subject  has  been  often  dis- 
cussed in  the  Academic  J5oiird,  which  has  always  come  to  that  decision. 
There  are  fewer  cadets  fouml  delicient  now  than  formerly.  1  tiiink  this 
is  due  to  a  nioie  thorough  instru(;tion  of  the  lower  sections.  1  do  not 
think  the  standar<l  has  been  made  lower. 

I  have  sometimes  thought  that  too  much  caie  is  liestowed  upon  the 
lowest  sections  ;  that  we  were  helping;' and  jtushing  ahuig  young  men 
who  were  I'.ot  disposed  to  do  much  tor  themselves. 

It  would  be  an  advantage  to  have  the  assistant  ])rofessors,  particu- 
larly the  ])rincipal  assistants,  retained  for  a  number  of  years.  The 
longer  a  good  assistant  is  kept  the  better  for  the  Academy.  There  is 
a  disadvantage  to  the  Army  in  keeping  officers  here  too  long.  1  tiiink 
we  could  get  along  well  with  the  four  years'  rule,  i)rovided  we  could 
always  get  the  best  men.  It  would  occasion  great  inconvenience,  how- 
ever, to  have  many  relieved  from  the  same  ilejiartmcnt  at  the  same 
time.  A  dilficulty  about  retaining  assistants  has  sometimes  arisen 
from  the  deticieiuiy  of  suitable  quarters,  officers  having  sometimes  felt 
obliged  to  live  across  the  river  or  at  tlie  hotel.  If  the  system  of  fre- 
(juently  relieving  assistants  is  continued,  the  effect  would  be  good  to 
give  to  all  the  same  increase  of  compensation.  I  do  not  believe  that  the 
number  of  assistants  could  be  further  reduced  without  injury  to  the 
Academy. 

I  do  not  think  that  the  chaplain  should  be  entirely  separated  from 
the  duties  of  instruction.  He  has  perhaps  now  too  much  upon  his 
bands,  but  iiis  lelatious  to  the  cadets  as  instructor  aid  him  in  his  duties 
as  chaplain. 

Four  or  live  days'  more  of  practical  instruction  in  surveying,  I  think, 
would  answer  the  desired  oljject  in  that  department. 

Two  communications  were  received  and  read  from  Lieut.  Col.  W.  II. 
Emory,  first  cavalry,  in  reply  to  the  questions  proposed  in  the  circular 
letters  of  the  ISth  and  23d  ultimo.     (A]q)eiided  ami  marked  1)^  and  E'.) 

At  3.30  p.  m.,  the  Commission  adjourned  to  meet  at  10  a,  m.  to-mor- 
row. 

J.  C.  Ives, 

First  Lieut.  Topor/yaphical  Engineers^  Secretary. 


West  PomT,  New  York,  August  3,  18G0. 

The  Commission  met  at  10  a.m.  Present,  all  of  the  members  ex- 
cei)ting  the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceed- 
ings oi  yesteiday  were  read. 

A  communication  was  received  and  read  from  Professor  Horace  Web- 
ster, New  York  Free  Academy,  in  reply  to  the' questions  pro|>osed  iu 
the  circular  letter  of  the  18th  ultimo.     (Api)ended  and  marked  F'.) 

.Colonel  J.  Cooper,  Adjutant-General,  being  present,  in  reply  to  ques- 
tions proposed  by  the  Commission,  stated  as  follows: 

Instruction  at  the  Academy  in  each  arm  of  the  service  should  be 
given,  I  think,  by  officers  belonging  to  that  arm.  The  commandant,  be- 
ing in  command  of  a  battalion  organized  purely  as  infantry,  should  be 
an  infantry  oflicer,  and  sliould  have  no  charge  of  the  cavalry  and  ar- 
tillery instruction. 


MILITARY    ACADEMY    AT    WEST    POINT.         ^  93 

At  ^)iosent,  in  dotailinc^  oflicers  forservioe  ut  West  Point,  the  interest 
of  the  Army  is  consulted,  necessarily,  in  preference  to  tliat  of  the  Acad- 
emy. 

In  niy  exjienence  at  the  bureau  I  have  frequently  remarked  in  the 
conimuiii(rations  ofollicers  a  want  of  skill  in  composition,  deficiencies  in 
style,  grammar,  power  of  expression,  &c.  This  is  not  a  j;eneral  thing, 
but  cases  often  occur. 

If  there  were  competitoiy  examinations,  as  I  have  recomuiended  for 
staff  corps,  1  would  say  that  the  ofiicers  at  the  Academy  siiould  be  rep- 
resented upon  the  examining  board  ;  tliat  the  examinations  should  be 
jjeld  at  West  Point,  and  that  each  oflicer  should  haA'e  a  certain  time 
allowed  him  for  preparatory  study. 

Professor  W.  H.  C.  Baetlett,  United  States  Military  Academy,  be- 
ing present,  in  reply  to  questions  proposed  by  the  Commission,  stated 
as  follows  : 

The  present  syst'^n  in  regard  to  the  cadets'  mess  is  a  good  one  if  prop- 
erly carried  out.  Perhaps  now  there  is  an  absence  of  sufficiently  rigid 
inspection.  There  might  be  an  inspecting  committee  appointed,  and  if 
a  complaint  is  made  the  matter  should  be  at  once  investigated.  1  think 
it  would  be  well  for  the  instructors  of  tactics  to  dine  with  the  cadets  at 
the  mess. 

The  time  devoted  to  my  course  should  not  be  reduced.  1  have  only  the 
control  of  an  hour  and  a  half  a  day  of  a  cadet's  tiuie.  1  should  not  sup- 
pose that  there  w^as  time  enough  given,  in  quarters,  to  prepare  the  les- 
sons in  natural  philosophy.  To  do  this  ])roperly,  four  or  five  hours 
would  generally  be  required.  Leisure  should  be  allowed  also  to  think 
over  the  recitation.  After  reciting  the  cadet  should  have  an  hour  or 
two  of  rest. 

In  the  way  of  ])ractical  application  we  can  do  very  little.  There  is 
not  sufficient  time.  As  soon  as  the  cadets  are  properly  prepared  by 
the  study  of  a  subject  I  deliver  familiar  lectures,  during  which  they  are 
invited  to  propose  questions,  and  are  asked  themselves  to  give  explana- 
tions. •  On  the  next  day  they  are  questioned  ui)on  the  lectures.  There 
would  not  be  time  for  cadets  to  perform  the  exi)eriments. 

The  course  of  mechanics  is  succeeded  by  the  study  of  acoustics,  and 
then  optics.  The  latter  is  important  in  the  astronomical  course  which 
immediately  follows.  The  astronomical  instruments  are  fully  explained. 
All  the  parts  of  each  are  exhibited,  so  that  they  may  be  better  under- 
stood. There  is  a  ceitaiu  amount  of  practice  iu  the  observatory,  and 
during  the  spring  in  the  field  ;  and  I  think  the  graduate  of  the  first 
section  should  be  at  least  able  to  obtain  the  latitude  and  longitude.  It 
would  be  difficult  to  bring  the  lowest  sections  up  to  the  practical  skill 
attained  iu  the  higher  sections. 

The  lowest  graduates  of  a  class  would  not,  in  my  opinion,  be  able  to 
perform  the  duties  of  engineer  officers.  I  believe  that  a  system  could 
be  proposed  which  would  render  all  of  the  graduates  competent  to  un- 
dertake those  duties.  Let  the  entering  examination  be  rigid,  and  the 
first  year  be  a  year  of  trial.  Let  there  be  a  thorough  course  of  elemen- 
tary English  and  mathematical  instruction — the  two  studies  counting 
equally  in  making  up  the  standing;  let  the  English  course  be  confined 
to  reading,  writing,  spelling,  and  to  daily  lessons  in  grammar,  particu- 
larly in  parsing;  have  a  severe  examination  at  the  end  of  the  year,  and 
if  the  cadet  is  not  entirely  i)roflcient,  dismiss  him.  Do  not  even  give 
him  the  benefit  of  a  doubt.  The  government  educates  the  young  men, 
and  should  be  entitled  to  the  best  talent  aud  industry  of  the  country. 
The  first  year,  then,  should  be  a  sufficient  test.     In  the  programme  for 


94  MILITARY    ACADEMY    AT    W£ST    POINT. 

the  subsequent  year  tliose  thinp:s  should  bo  retained  principally  which 
cannot  well  be  learned  after  f^raduatin';,  but  niiieh  should  be  left  for 
subsefjuent  study.  Two  years  would  be  sullicient  for  all  the  members 
of  the  elass  to  be  projjerly  (lualitied  in  mathematics  to  master  the  higher 
braiu-hes  of  the  course. 

With  such  a  system,  rijjidly  carried  out,  I  think  the  foot  of  the  class 
would  be  a  competent  en<;ineer. 

Now  the  first  section  have  perhaps  enou<;h  niathemati(;al  knowledge 
to  learn  the  higher  branches  well.  In  the  secoiul  there  is  a  great  fall- 
ing off.  In  the  lowest  section  the  amount  of  mathematical  prolicieucy 
is  not  large. 

I  do  not  think  the  present  preliminary  examination  fairly  carries  out 
the  terms  of  the  law.     It  is  not  sufficiently  strict. 

There  is  nothing  in  the  present  mathematical  course,  and  no  part  of 
my  own,  that  could  i)roi)erly  be  omitted  in  the  education  of  an  engineer. 

I  think  the  course  of  i)ractical  instruction  is  as  extended  as  it  should 
be,  considering  the  length  of  time  at  our  disposal.  The  live  years'  term 
I  do  not  regard  as  too  long.     It  is  long  enough  if  properly  employed. 

I  think  the  instructors  at  the  Academy  should  have  more  permanence, 
and  the  heads  of  departments  be  allowed  the  selection  of  all  of  their 
assistants.  Clever  men  should  be  selected  from  graduates  of  at  least 
three  years'  standing.  They  would  require  two  or  three  years  to  enable 
them  to  learn  to  teach  properly,  and  they  should  remain  as  long  as  the 
interests  of  the  service  will  permit.  To  «11  of  the  assistants  1  would 
give  the  increased  pay  now  accorded  to  the  principal  ones. 

The  first  assistant  should  be  selected  for  his  qualitications,  and  not  be 
entitled  to  the  position  from  Army  rank. 

To  allow  cadets  to  draw  books  freely  from  the  library,  without  refer- 
ence to  the  subjects  of  the  books,  might  prove  an  interference  with  their 
studies,  by  supplying  them  with  eutertaiuiug  material  in  place  of  their 
tasks. 

By  direction  of  the  Commission  the  following  communication  was 
addressed  to  Professor  A.  D.  Bache,  Superintendent  Coast  Survey : 

United  States  Military  Academy  Commission, 

West  Foint,  N.  1.,  August  3,  18G0. 
Sir:  I  am  desired,  by  the  Commission,  to  request,  at  your  earliest 
convenience,  your  re[)lies,  orally  or  in  writing,  to  the  following  ques- 
tions : 

1.  What  methods  of  instruction  iu  mathematics,  physical  science, 
and  engineering  are,  in  your  o[)inion,  best  adapted  to  give  a  clear  com- 
prehension of  the  principles  of  those  sciences ;  to  fix  them  iu  the  mind 
of  the  student,  and  enable  him  to  make,  Avith  readiness,  practical  ap- 
plication of  his  knowledge  iu  the  various  duties  required  of  au  officer 
of  the  United  States  Army  ? 

2.  In  preparing  a  youth  for  the  pursuit  of  any  of  the  departments 
of  practical  science,  do  you  consider  it  desirable  that  he  should  proceed 
at  once,  upon  the  completion  of  theoretical  study,  to  the  practice  of  his 
profession;  or  should  he,  with  academic  aid,  and  under  restrictions 
adapted  to  his  condition,  receive  special  instructiou  iu  the  practical 
application  of  theoretical  knowledge  before  entering  upon  the  active 
discharge  of  the  duties  of  his  profession ;  and,  if  desirable,  to  what 
extent  should  this  instruction  be  carried  ? 

Very  resi^ectfully,  your  obedient  servant, 

J.  C.  IVES, 
First  Lieut.  Topogl.  Engineers,  Secretary. 


MILITAKY    ACADEMY    AT    WEST    POINT.  95 

A  comrnuni(  ation  was  received  ami  read,  in  reply  to  the  questions 
proposed  in  the  einuil'ar  letter  of  the  18th  ultimo,  from  First  Lieutenant 
Kufus  Saxton,  Fourth  Artillery,  assistant  instructor  of  arcillery  at  the 
AcadfMuy.     (Appended  and  marked  G'.) 

At  3  p.  m.  the  Commission  adjourned  to  meet  at  10  a.  m.,  to-mor- 
row. 

J.  C.  Ives,  First  Lieut.  Topographical  Enf/ineers, 

iSecretani. 


West  Point,  ]S'ew  York, 

Augiist  4,  ISOO. 

The  Commission  met  at'lO  a.  m.  Present,  all  the  inembers  excei)t- 
ing  Hon.  Mr.  Cochrane.  The  secretary  i)reseut.  The  proceedings  of 
yesterday  were  read. 

The  Commission  then  visited  the  lecture  room  of  the  philosophical 
department  and  the  observatory,  the  academic  building,  the  drawing 
academ3',  tlie  chemical  lecture  rooms,  the  miueralogical  and  geological 
cabinets,  the  department  of  ordnance  and  gunnery,  the  model  rooms 
and  the  gymnasium,  and  inspected  the  apparatus,  instruments,  models, 
&G.,  used  in  the  course  of  instruction;  after  which  an  examination  was 
made  of  the  mess  hall  and  building,  the  stables,  the  riding  hall,  the 
cadet  barracks,  the  laboratory,  the  artillery  and  dragoon  barracks,  the 
practical  engineering  and  ponton  apparatus  ;  also  the  barracks  of  the 
sappers  and  miners,  the  work-shops,  the  store-houses,  &c. 

The  Commission  then  adjourned  to  meet  at  10  a.  m.  on  ]\[onday. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers., 

Secretary. 


West  Point,  Xew  York, 

August  G,  18G0. 
The  Commission  met  at  10  a.  m.     Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.     The  secretary  present.    The  proceed- 
ings of  yesterday  were  read. 

Assistant  Surgeon  John  Campbell,  United  States  Army,  being  pres- 
ent, in  reply  to  questions  proposed  by  the  Commission,  stated  as  fol- 
lows : 

I  have  been  on  duty  at  the  Acadenjy  for  three  years.  During  my 
experience  I  have  never  discovered  anything  in  the  system  of  discipline 
or  course  of  instruction  injurious  to  the  health  of  the  cadets.  I  have 
seen  no  indications  of  mental  or  physical  overwork.  There  are  some- 
times complaints  that  appear  due  to  the  method  of  lieating  the  barracks 
by  furnaces,  but  they  are  generally  of  an  unimportant  character. 

I  think  the  cadets  are  the  healthiest  set  of  men  I  ever  saw.  The 
cases  of  indispositon,  in  nine  instances  out  of  ten,  are  very  trifling. 

The  great  disproportion  in  the  sick  and  mortality  bills  is  due  to  one 
or  two  causes.  If  a  cadet  is  excused  from  duty,  either  military  or 
academic,  from  any  bodily  ailment  however  slight,  his  name  is  put  on 
the  sick  report.  There  is  sometimes,  too,  a  disposition  on  the  part  of 
certain  cadets  to  get  rid  of  duty  which  they  are  quite  able  to  perform. 


96  MILITARY    ACADEMY    AT    WEST    POINT. 

1  always  oxamiiio  the  cadet,  but  frequently  the  appearance  is  not  a  cer- 
tain e\  idiMice  ot  the  person's  state,  and  then  1  take  the  cadei's  word, 
provided  there  is  no  stronj;  reason  to  doubt  it.  Very  much  the  same 
set  of  persons  will  be  found  jj^cnerally  upon  the  sick  report. 

1  thirdc  the  number  of  names  on  the  rei)ort  has  been  increased  since 
a  regulation  was  made  removiiif;  the  place  where  the  surfjeon  meets 
the  cadets  from  the  hospital  to  the  barracks  or  camp.  This  renders  it 
more  conveniiMit  for  cadets  so  inclined  to  re[>air  for  slight  causes  to  the 
surjjeon  and  j:;et  excused  from  ilnry. 

The  strict  enforcement  of  tlie  re;;ulation  providinjj  a  fixed  time  for 
changes  of  clothing,  leaving  otf  overcoats,  &c.,  irrespective  of  the  for- 
wardness or  the  reverse  of  the  season,  has  occasioned  a  certain  amount 
of  illness. 

I  think  it  would  be  well  for  the  cadets,  during  the  winter,  to  wear 
boots,  or  else  higher  shoes  than  they  now  do. 

Accidents  during  drills,  riding,  «&c.,  are  not  frequent.  Serious  cas- 
ualties are  very  rare. 

First  Lieutenant  Milton  CO'tSWBll.  eighth  infantry,  being  i)resent, 
in  reply  to  questions  i)roposed  l>y  the  Commission,  stated  as  follows: 

1  was  on  duty  for  fiv^e  years  at  the  Academy  as  instructor  of  mathe- 
matics, and  afterwards  of  tactics.  For  the  past  five  years  I  have  been 
on  duty  in  New  Mexico. 

As  regards  the  organization  of  the  Military  Academj',  I  think  there 
should  be  a  separation  of  the  departments  of  cavalry,  artillery,  and  in- 
fantry tactics  ;  that  each  should  have  its  head,  who  ohould  be  a  member 
of  the  Academic  Board.  I  think  that  there  are  too  few  officers  of  the 
Army  now  upon  that  board.  The  Commandant  should  be  an  infantrj' 
officer,  and  should  have  four  assistants,  each  from  that  arm  ;  he  should 
be  a  field  officer.  The  heads  of  the  artiller^^  and  cavalry  department 
should  have  at  least  the  rank  of  captain.  All  should  take  precedence  of 
the  members  of  the  Academic  Board  not  officers  of  the  Army. 

The  professorshii)  of  ethics  ought  to  be  separated  from  the  chaplaincy. 
The  duties  of  instructor  interfere  with  the  proper  performance  of  the 
duties  of  chaplain. 

The  decisions  of  the  Aeademic  Board  in  regard  to  deficiencies  in 
studies  and  conduct  ought  to  be  final,  and  not  subject  to  reversal  at 
Washington.  The  discipline  has  been  much  weakened  by  this  inter- 
ference. I  recollect  many  cases  of  such  a  character  while  I  was  a  cadet. 
I  do  not  remember  any  that  occurred  while  I  was  here  as  an  officer. 
Theless  the  Academy  is  interfered  with  by  outside  influences  the  healthier 
will  be  its  condition.  Even  courts-martial  I  consider  unnecessary  and 
objectionable,  inasmuch  as  they  do  not  regard  the  academic  regulations, 
bnt  only  the  articles  of  war,  which  are  not  sufficient  to  maintain  disci- 
pline at  the  Academy.  The  Academic  Board  should  have  power  to  ex- 
amine and  dismiss  without  trial.  The  cadets  should  be  in  the  position 
of  the  students  at  our  colleges,  who  may  be  suspended  or  dismissed  by 
the  faculty  without  trial. 

Cadets  should  be  instructed  in  the  duties  of  judges-advocate  and  re- 
corders of  boards;  should  learn  how  to  make  out  commissary  and  quar- 
termaster's papers,  and  understand  the  details  of  taking  charge  of  a 
company.  There  should  be  a  further  course  of  instruction  in  grand  tac- 
tics and  strategy.  This  would  give  a  taste  for  those  studies,  which 
would  cause  them  to  be  pursued  after  graduating.  There  should  be 
more  models  in  the  different  departments,  and  more  practical  instruc- 
tion, especially  in  surveying  and  the  use  of  astronomical  and  other  in- 
struments.    This  knowledge  has  to  bj  acquired  now  after  graduating. 


MILITARY    ACAt>EMY    AT    WEST    POINT.  97 

I  would  add  even  a  sixth  year  to  the  course  of  study  rather  than  dis- 
pense with  these  additional  branches.  The  graduate  cannot  well  pur- 
sue them. 

The  attempts  at  establishing  schools  of  practice  have  not,  I  think, 
been  snccessful.  The  young  graduates  consider  themselves  out  of  lead- 
ing strings,  and  have  no  incentives  to  studv.  The  troops,  also,  may  be 
required  elsewhere,  and  the  schools,  before  the  experiment  is  fairly 
tested,  be  broken  up. 

I  do  not  think  that  a  cadet  should  ever  be  permitted  to  go  over  a  year's 
course  a  second  time;  but,  if  deficient  in  studies,  should  bo  irrevo(!abIy 
dismissed.  The  standard  of  admission  is  not  suliiciently  high.  Many 
do  not  understand  arithmetic  well  enough  toac(pure  the  course  of  math- 
ematics. The  lowest  sections  do  not  learn  enough  of  mathematics  to  en- 
able them  to  master  the  higher  branches  of  i>liysical  science.  I  do  not 
think,  however,  that  the  public  interest  requires  that  all  who  are  unable 
tobecome  proficient  in  the  studies  pursued  by  the  highest  sections,  should 
be  separated  from  the  Academy. 

Studies  are  not  much  pursued  after  graduating.  At  the  western 
posts  it  is  difli(Mdt  to  procure  books,  and  there  is  little  incentive  to 
study.  A  retired  bill,  and  the  concentration  of  troops  at  few  posts, 
would  improve  the  character  of  the  Army  in  this  respect.  Coinpetitory 
examinations  for  promotion  would  not  always  be  just.  They  would  ex- 
clude many  who  had  been  upon  active  service  U[)on  the  frontier,  with 
little  or  no  opportunity  for  study.  It  would  be  difficult  also  to  select 
boards  nnaftVcted  by  political  influences,  and  who  would  give  just  and 
uniform  decisions. 

The  study  of  moral  science  is  not  beneficial  to  the  morals  of  cadets. 
The  books  are  not  serviceal)le,  nor  the  manner  in  which  they  are  taught. 
Morals  are  to  be  learned  at  home,  or,  at  any  rate,  can  be  taught  better 
from  the  puli)it  than  in  the  section  room.  The  study  of  logic  and  Blair's 
lihetoric  should  also  be  abandoned,  and  a  good  text  book  on  composition 
and  the  English  language  adopted.  There  should  be  additional  stutly 
of  English  grammai.  Officers  will  never  be  good  composers  while  there 
is  studied  at  the  Academy  so  small  a  grammar  and  so  large  a  rhetoric. 
The  cadets  upon  entering  are  frequently  deficient  in  orthography. 

The  study  of  Spanish  is  very  important.  Half  of  our  officers  come  in 
contact  constantly  with  the  Spanish  race;  and,  even  with  the  Indians, 
the  Spanish  generally  affords  a  means  of  communication  through  caj)- 
tives  and  members  of  the  tribe  who  have  acquired  some  knowledge  of 
that  language. 

Cadet  Lieutenant  A.  Ames,  of  the  first  class,  United  States  Military 
Academy,  was  called,  and  answered  the  questions  proposed  by  the  (Join- 
mission,  as  follows: 

A  cadet,  who  has  |)erfectly  learned  all  of  the  mathematical  course, 
can  solve  most  of  the  i)roblems  in  the  higher  branches.  In  the  philo- 
sophical couise  there  was  a  chapter  on  molecules,  for  whi(;h  a  higli'^r 
knowledge  of  mathematics  was  required  than  we  possessed.  We  had 
to  recei\'e  the  expressions  as  they  were  furnished  in  the  text.  In  otuer 
parts  of  the  course  there  were  certain  problems  that,  perhai)s,  only  one 
or  two  woidd  solve,  and  the  others  would  get  the  solutions  from  lIihmi. 
These  problems,  as  connected  with  the  pr)nci[)Ies  of  the  study,  were 
probal)ly  of  no  great  importance. 

About  one-lialf  of  the  class,  I  supi)ose,  know  enough  of  mathem  ilics 
to  be  able  to  master  the  higher  branches. 

Have  studied  history,  logic,  and  moral  science,  and  fro:n  all  of  tuene 
Studies  learned  a  great  deal.  Theie  was  a  good  deal  said  against  moral 
S.  Mis.  3 7 

\  P   !^  A  fi   /-'^■V 
or  THE  >l 


98  MILITARY    ACADEMY    AT    WEST    POINT. 

science  among  tlic  incnibcrs  of  my  clasp,  but,  I  think,  without  much  re- 
flection. Tlie  book  was  Hoinewhat  ridicnled  as  not  appropriate  to  a 
course  of  studies,  but  with  a  certain  i)ortion  of  the  class  was  better  re- 
ceived tliau  lo^ic,  and  still  more  so  than  tlie  history  of  philosophy. 

Have  <'onipleted  the  Fren(di  course.  I  (lannot  read  l''r«Mich  with  en- 
tire lacility,  and,  with  niy  present  knowledge,  would  select  tlie  transla- 
tion in  pieference  to  the  original. 

Have  tinished  also  the  Spanish  course.  I  cannot  speak  Sj^anish  at 
all.  Jn  both  French  and  Si)anish  the  period  of  study  Mas  much  short- 
ened for  our  class,  owing  to  the  terai)orary  change  from  a  five  to  a  four 
years'  term. 

The  first  six  months  of  the  fourth-class  year  were,  to  me,  the  easiest. 
The  studies  during  the  second-class  year  were  perhaps  less  ditticult, 
but  there  were  more  of  them.  We  generally  have  some  spare  time. 
There  is  plenty  of  time  to  prepare  lessons  and  to  have  some  leisure  for 
reading.  Those  wlio  stand  highest  in  their  classes  study  before  break- 
fast, but  I  think  the  majority  do  not,  to  any  great  extent.  I  do  not 
consider  the  course  of  study  too  hard,  liiding  and  other  military  exer- 
cises are  rather  a  relief  than  an  interruption.  All  like  the  variety  and 
the  exercise. 

The  ettbrt  to  stand  high  is  prompted  almost  wholly  by  the  prospect 
it  holds  out  ot  selecting  one's  own  corps,  and  being  able  to  enter  one  of 
the  scientific  corps. 

At  one  time  it  was  reported  that  all  of  the  graduates  were  to  be  put 
into  the  line,  and  afterwards  assigned  to  their  respective  corps.  This 
occasioned  great  disgust  among  the  cadets.  We  in  the  first  section 
thought  it  would  be  hardly  worth  while  to  study  if  snch  was  the  case. 
The  mere  honor  of  standing  high  would  not  be  a  snfiScient  incentive 
with  a  great  many  of  the  class.  Examinations  sometime  after  gradu- 
ating would  operate,  I  think,  unfairly.  Those  who  happened  to  go 
to  the  frontier  would  not  have  an  equal  chance  with  the  men  that  re- 
mained at  eastern  stations.  - 

The  eflects  of  restoring  to  the  Academy  cadets  who  have  been  dis- 
missed for  deficiency  in  studies  have  been  very  bad.  We  feel  as  though 
such  men  did  not  properly  belong  to  the  corps.  The  last  order  from 
the  War  Department,  retaining  at  the  Academy  sixteen  cadets  recoon- 
raended  for  discharge,  did  not  create  any  particular  indignation,  as  we 
had  learned  to  expect  such.  There  is  an  individual  now  in  the  corps 
who  has  been  found  deficient^"  at  several  examinations.  This  is  mor- 
tifying to  all  cadets  who  take  a  pride  |^in  the  institution.  A  great  deal 
of  feeling  has  been  occasioned  during  the  past  few  years  by  the  fact 
that  certain  dismissed  cadets  have  been  put  into  the  Army  ahead  of 
their  class. 

The  consideration  of  demerits  in  making  out  class-standing  is,  I  think, 
essential  to  discipline.  The  discipline  has  been  greatly  injured  by 
alloving  cadets  Mho  have  exceeded  the  number  of  demerits  allo^ved  by 
regulations  to  lemain  at  the  Academy.  Some  of  the  cadets  will  now 
say  ojjcnly  that  they  don't  care  whether  they  get  demerit  or  not;  that 
th(y  know  the.\  Mill  not  be  dismissed. 

Ihe  system  of  rewarding  cadets  Mho  get  no  demerit  by  giving  them 
short  leaves  of  absence  has  had  a  good  effect.  When  one  has  had  no 
demeiit  since  the  commencement  of  a  month  he  tries  very  hard  to 
avoid  them. 

I  think  the  discipline,  generally,  well  calculated  to  raise  the  tone  of 
the  coi])S.  1  do  not  believe  that  evil  results  IoHom*  from  some  of  the 
certificates  that  cadets  are  required  to  sign — that  of  the  officer  of  the 


mjlitary  academy  at  west  point.  99 

day,  for  example.  The  certificates  of  superintendents  of  subdivisions; 
are,  by  some  cadets, not  strictly  regarded.  A  conventional  construction 
is  put  upon  tUem  not  altogether  what  it  should  be.  The  study  of  moral 
science  does  not,  in  my  opinion,  have  any  effect  in  regard  to  the  duties 
of  cadets  in  this  respect. 

A  cadet,  after  signing  a  certificate  which  he  has  strictly  regarded, 
will  sometimes  be  reported  for  neglect  of  duty  which  he  has  certifiect 
to  having  performed.  This  retlects  upon  the  individual's  honor,  and 
creates  much  ill-feeling.  If  a  report  is  given  in  such  a  case  there  should 
be  an  investigation,  and  the  circumstances  stated  to  the  corps.  Sucli. 
reports  would  make  it  appear  that  our  superiors  attach  little  impor- 
tance to  the  certificates,  and  might  cause  the  latter  to  be  less  respected' 
by  the  cadets. 

We  are  led  sometimes  to  think  that  not  enough  importance  is  at- 
tached to  a  cadet's  word.  When  a  cadet  denies  a  rei)ort,  that  is,  a 
question  of  absolute  fact,  there  should  be  an  investigation,  or  the  report 
should  be  removed.  I  have  known  a  cadet  to  make  an  open  statement 
that  has  not  been  received. 

The  method  of  heating  the  barracks  is  defective.  I  have  often  been 
compelled  to  sit  by  the  tliie  with  a  blanket  around  me,  or  go  to  bed  ia 
order  to  get  warm.  This  is  not  the  case  in  all  of  the  rooms.  On  very 
cold  days,  upon  the  floor  where  I  lived,  all  of  the  eight  occupants  would 
have  to  collect  in  a  single  room,  and  it  would  be  almost  impossible  to 
study.  1  have  experienced  no  inconvenience  from  the  escape  of  gas> 
excepting  a  disagreeable  odor  occasionally. 

An  invitation  was  here  received  from  the  Commandant,  and  accei>ted 
by  the  Commission,  to  attend  a  cavalry  drill  of  the  cadets,  and  afe  S 
p.  m.  the  Commission  adjourned,  to  hieet  at  10,  a.  m.  to-morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers^ 

Secretary. 


West  Point,  Xew  York,  August  7,  1800. 

The  Commission  met  at  10  a.  m. 

Present,  all  of  the  members  excepting  the  Hon.  Mr.  Cofhrane.  The 
secretary  present.     The  proceedings  of  yesterday  were  read. 

A  communication  wtss  received  and  read  from  the  Hon.  Charles  Ma- 
son, in  reply  to  the  circular  letter  of  the  18th  ultimo.  (Appended  and 
marked  H^) 

The  examination  of  Cadet  Ames  was  resumed.  The  following  an- 
swers were  given  to  the  questions  of  the  Commission  : 

I  have  never  experienced  any  ill  effects  to  my  health  from  the  fare 
at  the  mess-hall.  I  do  not  eat  of  all  the  dishes.  The  fish,  in  odor 
and  taste,  is  sometimes  disgusting.  I  am  becoming  accustomed  to  the 
sight  of  it,  but  never  eat  it.  There  will  sometimes  be  rancid  butter, 
olieusive  meat,  or  sour  molasses  brought  upon  the  table.  Dishes  are 
occasionally  sent  out  of  the  hall  ;  but  that  which  is  little  or  any  better 
often  comes  back  in  their  place.  We  have  the  right  to  complain,  through 
the  first  cadet  captain,  to  the  Commandant;  but  have  generally  found 
that  it  was  scarcely  worth  while  to  take  the  trouble  to  do  so.  The  first 
captain  will  often  say:  "It's  of  no  use.  I  have  often  forwarded  com- 
plaints; but  I  don't  think  it  does  any  good."  The  remedy  is  not  ade- 
quate. The  fare  the  next  day  will  perhaps  be  better,  and  then  the  same 
things  will  occur  again.    Those  that  do  not  have  to  eat  the  food  cannot 


100  MILITARY    ACADEMY    AT    WEST   POINT. 

see  the  matter  in  tlie  same  lijjlit  as  those  who  do.  There  is  not  always 
onou^Ii  npoii  the  tabh';  and  wlien  a  <lish  is  sent  out  for  more,  it  will 
Ronu'linies  eonie  back  empty,  with  tlie  replv,  "There  is  none." 

1  do  not  think  tliat  a  cadet  eouhl  act  as  inspector  of  the  mess-hall  to 
as  mnch  advanta<ie  as  an  Airny  ollicer.  The  cadet  would  have  little  in- 
fluence with  the  Superintendent,  and  no  authority  with  the  i)urveyor  and 
■waiters, 

Tlie  quality  of  the  food,  as  a  <:;eneral  rule,  is  good;  but  the  cookinf;  is 
very  bad,  and  the  dishes  are  not  neatly  served.  liu^s  will  be  found  lu 
the  sugar,  and  cockroaches  in  the  soup.  It  would  be  better  if  the  in- 
spector could  have  power  to  act  at  once,  without  referring  to  the  Super- 
intendent.    The  appeal  is  made  so  late  as  to  do  little  good. 

Cadets  are  sometimes  charged  for  postage  without  having  received 
letters  or  papers.  It  is  only  a  few  cents  a  month;  but  we  don't  like  the 
principle.  1  have  heard  that  the  money  goes  to  support  the  postmaster 
or  postmistress. 

Cadet  N.  II.  Chambliss,  the  first  captain  of  the  cor}>s,  w;is  then  called, 
and  gave  the  following  answers  in  rei)ly  to  the  questions  of  the  Commis- 
sion : 

We  studied  enough  mathematics  to  enable  us  to  pursue  the  higher 
branches.  I  do  not  think  we  have  had  suthcient  practical  instruction 
in  surveying,  and  the  use  of  surveying  and  astronomical  instruments. 
Any  one  wlio  would  pay  attention,  and  liad  a  desire  to  learn,  could  learn 
enough  to  enable  him  to  acquire  the  requisite  knowledge  of  the  instru- 
ments by  some  further  practice.  We  had  no  experience  in  geodesic  sur- 
veying. 

The  studies  in  the  ethical  department  were  not  interesting,  but  I  con- 
siderel  them  generally  useuil.  There  was,  perhaps,  too  much  time  given 
to  logic.  I  think  the  study  of  int«  llectiud  plnlosophy  could  be  introduced 
to  advantage.  There  is  not  enough  )>raetice  in  composition.  The  themes 
l)resented  are  frequently  those  tiiat  have  been  handed  down  from  class 
to  class,  and  it  would  be  lietter  to  make  the  cadeis  write<iu  presence  of 
the  instructor,  upon  any  sul»ject  tliat  he  may  designate. 

After  comi)leting  the  coui^e  ol  Fiench,  I  could  read  the  language  with 
considerable  lacility.  I  could  not  speak  it  well.  I  could  not  converse 
in  Spanish.  My  knowledt:e  is  too  inccmiplete  of  the  latter  language  to 
allow  me  to  n^e  it  in  my  intercourse  with  others.  The  professor  of 
Spanish,  in  ray  oi>inion,  is  not  cainible  of  teaching  the  language  |)roperl3'- 
to  cadets.  1  think  the  corps  generall.N  have  the  s;ime  impression.  Our 
class  did  not  have  the  usual  time  to  study  either  Frencli  or  Spanish,  I 
never  knew  any  one  whocommruided  the  icspect  and  regard  of  the  cadets 
in  a  higher  degree  tiian  the  prolessor  ot  Fiencii.  Uis  system  of  instruc- 
tion is  remaikably  clear  ami  practical. 

Tlie  couise  of  instruction  in  strategy,  grand  tactics,  &c.,  is  one  in 
•which  cadets  take  much  interest.  Winle  upon  those  branches  they 
ought  to  l)e  allowed  tree  access  to  the  library,  and  to  draw  books  there- 
from. 

My  own  feelings  and  views  are  in  favor  of  a  five  years'  terra.  The 
course  is  not  too  long,  considering  what  is  necessary  to  be  taught. 
When  cadets  enter  the  Acadi-my  at  sixteen,  they  would  l)e  too  \oung  at 
the  end  of  four  years  to  enter  the  Army  and  assume  the  responsibilities 
of  officers. 

It  is  ruinous  to  the  Academy  to  let  cadets  come  back  who  have  been 
found  deticient  in  conduct  ami  studies.  Those  cadets  wlio  are  allowed 
to  again  go  over  the  year's  course  will  generally  l)e  found  at  the  foot  of 
the  succeeding  class.    Cadets  say  that  the  present  Secretary  of  War 


MILITARY    ACADEMY    AT    WESf    POINT.  101', 

will  never  permit  any  one  to  be  dismissed  and  neglect  their  studies  and 
get  demerit  with  perfect  indifference. 

For  the  last  two  or  three  years  a  system  has  been  pursued  with  the 
entering  class  that  has  been  attended,  I  tliink,  with  bad  results.  The 
new  cadets  are  not  projicrly  trained  when  they  come  here.  When  we 
entered  four  years  ago  we  were  treated  with  rigor,  were  put  into  rooms 
without  furniture,  and  had  to  sleep  on  the  floor.  They  gave  us  one 
blanket,  and  no  one  cared  whether  we  put  it  under  or  over  us.  We  were 
kept  by  ourselves,  the  old  cadets  were  allowed  to  run  it  on  us,  and  we 
had  altogether  a  hard  time.  The  result  was  good.  We  learned  disci- 
pline and  how  to  obe}'.  When  a  l]»oy  has  received  bis  appointment  to 
the  Academy  he  thinks  he  has  a  high  position  in  life,  and  comes  here 
with  enlarged  notions.  This  is  particularly  the  case  if  he  has  rich  or 
influential  friends.  He  comes  on  the  Point  with  a  swelled  head,  aiuous- 
tache,  and  stripes  on  his  trousers.  He  never  can  be  made  a  soldier  until 
the  nonsense  has  been  taken  out  of  him,  and  this  the  old  system  did. 
Now  it  is  all  different.  The  drill  masters  are  told  not  to  be  harsh  with 
the  new  cadets.  Severe  penalties  are  incurred  by  those  who  try  to  '*ruu 
it"  on  them.  When  they  get  homesick  and  look  a  little  crest  fallen,  the 
oflQcers  treat  them  as  mothers  do  their  babies,  and  the  effect  is  to  make 
them  good  for  nothing.  1  recollect  one  case  in  particular,  under  this 
mild  form  of  discipline,  where  especial  care  was  taken  of  the  relative  of 
a  great  man,  and  he  afterwards  became  one  of  the  worst  cadets  at  the 
Academy.  The  right  way  is  to  treat  the  new  cadets  with  rigor  and 
severity,  and  let  them  be  "run  on"  as  much  as  possible.  They  come 
expecting  to  have  a  good  time,  and  they  should  have  a  bad  one  till  they 
acquire  correct  ideas  of  things.  They  tiud,  then,  that  no  one  here  cares 
for  their  social  position,  or  their  political  friends,  but  that  they  must 
establish  a  position  by  their  own  qualities,  and  it  makes  men  of  them. 
Those  that  neglect  their  duties,  and  have  no  regard  for  discipline,  soon 
find  that  they  are  considered  worthless.  I  would  especially  insist  that 
the  new  cadets  should  be  entirely  separated  from  and  not  allowed  to  as- 
sociate with  the  classes  above  them.  This  teaches  them  their  insignifi- 
cance. There  is  an  inclination,  of  course,  on  the  part  of  the  old  cadets 
to  "run  it"  on  the  entering  class.  The  disposition  may  be  wrong,  but 
the  results  are  excellent.  It  makes  good  soldiers.  The  son  of  a  great 
man  is  much  more  likely  to  be  hardly  treated  than  the  son  of  a  poor  one. 
The  presumption  is  that  the  former  is  disposed  to  put  on  airs.  A  mod- 
est boy,  who  attends  to  his  duties  and  obeys  orders,  never  has  any 
trouble. 

The  new  system  does  not  work  well.  I  think  the  officers  themselves 
are  getting  tired  of  it.  AYlien  I  was  a  "  plebe"  I  jumped  if  an  ofhcer 
passed  me.  Now,  the  young  men  scarcely  think  it  worth  while  to  salute 
when  one  goes  by.  . 

1  do  not  think  the  new  cadets  should  be  drilled  by  members  of  the 
fourth  class.  The  latter  have  not  sutilicient  experience  as  drill  mas- 
ters. 

I  believe  that  it  would  be  injurious  to  discipline  to  place  the  first 
class  in  a  position  above  the  other  cadets.  They  might  be  relieved 
from  all  sentinels'  duty,  and  be  allowed  to  walk  on  public  lands,  but 
they  should  be  subjected  in  ranks  to  the  same  discipline  with  the  other 
classes.  No  diffiiuilties  occur  between  first  class  privates  anil  cadeti 
uon  commissioned  officers. 

I  think  that  the  leaves  of  absence  now  granted  to  members  of  the 
first  class  during  the  encampment  interfere  with  the  di.scii)line  of  the 
corps.     The  constant  changing  of  cadet  ofticers  arising  trom  these  fur- 


,102  MILITARY    ACADEMY    AT    WEST    POINT. 

loughs  has  a  bad  etltMtt,  and  the  laboratory  and  practical  engiueering 
duties  have  to  be  somewhat  neglected. 

The  oertilicato  given  by  the  ollicer  of  the  day  is  generally,  I  think, 
regarded  ;  and  it  has  a  certain  good  etliMit,  being  looked  upon  as  a  rea- 
son why  the  ollicer  of  the  day  is  bound  to  rejmrt  cadets.  JL\)  the  cer- 
tificates of  superintendents  of  subdivisions  not  much  moral  sense  is  at- 
tached. They  are  sometimes  made  out  by  wholesale,  signed  before- 
hand, and  ready  for  use  before  the  inspection  is  made.  The  certificates 
are  regarded  by  some  cadets  somewhat  as  the  oaths  are,  which  cadets 
take  on  entering  the  Academy,  to  obey  all  orders  of  superior  authority. 
Literally  this  is  to  swear  to  keep  every  regulation,  but,  of  course,  is  not 
so  construed. 

In  making  excuses  for  reports,  cadets  feel  that  it  is  obligatory  upon 
them,' in  honor,  to  state  the  exact  truth.  Any  one  doing  otherwise, 
would,  if  it  were  known,  be  cut  by  the  rest  of  the  corps.  I  do  not  think 
the  general  sentiment  of  honor  could  be  higher  than  it  is.  A  sincerely 
religious  man  is  respected  more  in  the  corps  of  cadets  than  among  any 
set  of  young  men  1  ever  knew. 

The  method  of  heating  the  cadet  barracks  is  defective.  The  heat 
is  insufficient  and  irregular.  I  have  often  had  to  wrap  up  in  quilts 
in  my  room  iu  order  to  keep  warm.  Soujetimes  the  gas  is  very  annoy- 
ing. 

I  have,  as  first  captain,  the  power  to  send  bad  dishes  out  of  the  mess 
Lall,  but  frequently  others  are  sent  iu  which  are  no  better.  If  the 
amount  is  insufficient,  generally,  but  not  always,  more  can  be  obtained. 
The  butter  is  sometimes  bad.  The  fish  is  seldom  good.  The  bread  pud- 
ding is  made  from  old  scraps  picked  up  about  the  table.  The  cooking 
is  very  defective.  AVe  have  to  eat  the  whole  of  a  beef.  If  a  cadet 
breaks  anything  in  the  mess  hall  it  is  charged  to  him. 

Cadet  John  Adair,  a  captain  in  the  first  class,  was  then  called,  and 
gave  the  following  answers  to  the  questions  proposed  to  him  : 

The  mathematical  course  is  generally  suificisntfor  the  applications 
that  have  to  be  made  of  it.  In  the  philosophical  course  some  mathe- 
matics has  to  be  applied,  which  has  not  been  learned.  A  few  astronom- 
ical problems  are  solved  by  methods  not  previously  explained. 

Our  class  went  through  a  full  course  of  composition,  but  without 
much  advantage.  We  wrote  themes  the  first  year.  It  would  be  better 
to  write  them  later  in  the  course. 

We  had  less  than  is  usual  for  the  study  of  French,  but  some  of  the 
class  learned  enough  to  read  with  facility.  With  six  months  more 
study  all  would,  I  think,  have  had  the  knowledge. 

We  learned  little  Spanish.  The  cadets  did  not  think  the  professor 
proficient.  His  knowledge  of  English  was  not  good,  and  he  was  not 
able  to  comitfand  the  respect  of  the  sections.  The  class  would  trille 
with  him  and  treat  him  disrespectfully.  Spanish  counted  little  in  stand- 
ing, and  cadets  would  not,  under  the  circumstances,  take  pains  to  learn. 
They  found  they  could  look  into  the  text  books  and  assist  each  other, 
in  the  section  room,  and  that  it  was  of  little  uso  to  study.  The  Spanish 
professor  is  i>ersonally  liked.  The  cadets  have  gieat  sympathy  with 
him,  and  would  be  sorry  to  see  him  displaced,  but  do  not  generally  con- 
sider him  a  proper  person  to  fill  the  position.  He  did  not  report  men, 
not  knowing  wiien  they  deserved  it,  and  could  not  preserve  order.  I 
think  he  displayed  ignorance  not  only  of  English,  but  of  the  conjugation 
of  the  verbs  in  Spanish. 

The  French  professor  is  considered  an  admirable  instructor,  and  is 
universally  liked  and  respected. 


MILITARY    ACADEMY    AT    W^feT    POINT.  103 

There  is  nothing  that  I  have  gone  over  in  the  course  of  study  which 
1  would  not  desire  to  learn,  but  considering  the  subjects  taught,  with 
relation  to  the  time  and  other  subjects,  there  are  some  things  I  would 
omit;  for  instance,  the  history  of  philosophy,  and  Thackeray  on  or- 
ganization, and  i)erhaps  some  other  parts  of  the  course.  I  would  have 
a  fuller  practical  course  in  chemistry  and  philosophy,  the  use  of  sur- 
veying, and  astronomical  instruments,  &c.  I  do  not  think,  however, 
that  the  term  of  study  could  well  be  shortened.  At  one  time  T  had  a 
preference  for  a  four  years'  terni,  but  now  my  judgment  is  in  favor  of 
one  of  five  years. 

The  greatest  incentive  to  study  among  those  near  the  head  of  the 
class  comes  from  the  desire  to  graduate  high  and  get  into  a  scientific 
corps.  Those  near  the  foot  of  the  class  study  from  the  fear  of  being 
dismissed.  This  fear  has  been  removed  during  the  past  two  or  three 
years,  and  the  standard  of  proficiency  is  thereby  lowered.  There  has 
been  recently  a  good  deal  of  neglect.  Cadets  say,  "  Even  if  we  are  dis- 
missed, we  shall  be  sure  of  being  sent  back."  The  only  remedy  would 
be  to  carry  out  inexorably  the  rule.  The  sympathy  of  cadets  may  be  in 
favor  of  a  man  pronounced  deficient,  but  they  would,  as  a  general  rule, 
be  altogether  opposed  to  his  restoration  to  the  Academy. 

I  think  that  demerits  should  be  considered  in  making  out  class  stand- 
ing, but  only  those  received  during  the  latter  half  of  the  course.  Be- 
fore that  there  is  not  enough  understanding  and  appreciation  of  the  effect 
they  may  have  upon  a  cadet's  or  graduate's  future  career. 

At  the  examination  for  admission  to  the  Academy,  boys  are  so  much 
frightened  that  their  abilities  and  attainments  are  scarcely  tested.  After 
subsequent  examinations  there  are  sometimes  complaints  of  professors 
and  instructors  having  shown  partiality,  though  they  are  usually  thought 
to  be  as  little  so  as  men  can  be.  » It  is  tiiought  that  a  disagreeable  cadet 
will  sometimes  be  pushed  down  lower  than  he  deserves. 

It  is  my  opinion  that  some  of  the  cadets  take  a  very  wrong  view  of 
the  certificates  which  they  sign.  The  evil  is  a  great  one.  The  inspectors 
of  subdivisions  sign  a  clear  and  explicit  statement,  but  regard  it  as  a 
mere  matter  of  form.  They  claim  the  right  to  do  so  from  long  usage.  I 
have  known  an  instance  where  an  officer  of  the  Army  saw  a  cadet  mak- 
ing out  the  certificates  for  the  month  following,  and  on  being  told  what 
be  was  doing,  did  not  reprove  him.  Cases  similar  to  this  have  given 
some  cadets  the  idea  that  their  view  of  certificates  is  the  same  as  that 
taken  by  officers.  Neither  the  Superintendent  nor  the  Commandant  have 
ever,  to  my  knowledge,  spoken  to  cadets  of  any  obligation  in  this  re- 
spect. It  would  be  much  better  to  have  no  certificates  at  all.  Probably 
the  duties  would  be  quite  as  well  performed.  The  officers  of  the  corps 
have  much  to  do  witii  the  tone  of  cadets  and  keeping  up  the  discipline, 
and  it  is  not  well  to  have  any  laxity  among  them. 

The  certificate  of  the  officer  of  the  day  might  be  retained.  It  is  my 
belief  that,  in  most  cases,  it  is  strictly  regarded. 

It  is,  in  my  opinion,  the  practice  of  cadets,  when  they  hand  in  excuses 
for  reports,  to  observe  strictly  the  facts.  It  is  not  considered  right,  as  in 
urging  a  plea  of  not  guilty,  to  deny  what  cannot  bo  proved.  Should  a 
cadet  :o  this,  there  would  be  a  strong  feeling  against  him. 

The  rooms  in  cadet  barracks  are  badly  heated.  Some  of  them  are  un- 
inhabitable during  the  coldest  winter  weather.  Frequently  tlie  gas  es- 
capes and  there  is  a  most  disagreeable  odor.  The  furnace  heat  gives  me 
a  headache,  and  I  prefer  feeling  cold  to  having  the  register  open. 

As  the  cadets  are  now  granted  permission  to  keep  pipes  and  tobacco, 
they  ought  to  have  more  liberty  to  smoke.     I  think  they  should  be  per- 


104  MILITARY    ACAMEMY    AT    WEST    POINT. 

mitted  to  smoke  in  their  rooms,  exceptiiifj  about  the  times  of  inspec- 
tion. Itloiiot  think  that  there  is  as  much  smoking  iu  the  corps  as 
there  was  before  the  permission  to  smoke  was  granted. 

Cadet  Charles  E.  Cross,  of  the  first  class  United  States  ^Military 
Academy,  was  then  called,  and  gave  the  following  answers  to  the  ques- 
tions i)roposed  by  the  Commission: 

I  consider  the  course  of  study  at  the  Academy  sufficiently  full  to  carry 
tlie  puj)il  understandingly  fiom  one  branch  to  anothei-.  I  have  heard  of 
dilliculties,  but  I  think  they  are  i\ue  rather  to  neglect  on  the  i)art  of 
cadets  than  to  any  faults  of  the  system.  There  is  not  enough  practical 
instruction  in  survej»  ing  nor  in  the  use  of  instruments. 

I  could  read  French  with  facility  when  1  left  oft"  with  the  study.  AVitli 
a  little  practice  I  think  I  should  be  able  to  speak  it. 

Of  S[)anish  I  know  little.  Our  course  was  short,  and  we  did  not  feel 
obliged  to  study.  We  were  allowed  to  make  constant  reference  to  books 
in  the  section  room.  In  no  other  branch  are  cadets  permitted  to  do  this 
or  to  help  each  other.  It  was  due,  to  some  extent,  to  the  inexperience 
of  the  professoro  It  was  bis  first  year  of  duty  in  that  capacity,  and  he 
did  not  know  exactlj'  what  to  do.  During  the  first  portion  of  the  year 
there  was  a  great  want  of  capacity  to  govern  exhibited  by  him.  An  ex- 
ample was  finally  made  by  putting  a  disorderly  cadet  iu  arrest,  and  after 
that  I  think  the  behavior  of  the  section  was  better. 

I  look  upon  the  study  of  Thackeray  on  Army  organization  as  entirely 
unnecessary.  It  seemed  to  me  to  give  a  very  vague  idea  of  what  it  was 
intended  to  teach.  The  term  of  instruction  cannot  be  shortened,  in  my 
opinion,  without  omitting  studies  that  would  be  very  valuable  if  prop- 
erly taught. 

The  principal  incentives  to  exertion  are  the  desire  to  gratify  one's 
friends,  and  to  enter  the  scientifiG  corps. 

The  system  of  reports  and  demerit  I  think  a  good  one,  well  calculated 
to  promote  discipline.  A  cadet's  denial  of  a  report  is  not  sufficient,  un- 
less the  denial  is  confirmed  by  the  reporting  officer.  Where  there  is  a 
variance  of  statement,  the  report  is  not  removed. 

A  cadet  always  feels  bound  in  honor  to  state  the  circumstances  just  as 
they  are,  and  would  be  cut  by  the  other  cadets  for  writing  an  incorrect 
excuse  because  he  thought  the  reporting  officer  could  not  sustain  his 
charge. 

Cadet  Charles  E.  Patterson,  of  the  first  class,  was  called,  and  gave 
the  following  answers  iu  reply  to  questions  proposed  to  him  : 

The  amount  of  mathematics  learned  is  sufficient,  in  my  opinion,  to  en- 
able one  to  master  the  subsequent  courses.  With  a  little  practice  I 
think  I  should  be  able  to  use  astronomical  and  surveying  instruments. 
The  history  of  philosophy  I  regard  as  an  unnecessary  study.  It  would 
be  quite  sufficient  to  read  carefully  the  text  book.  The  study  of  moral 
science,  in  my  opinion,  might  be  profitably  omitted.  We  had  little  prac- 
tice in  composition ;  none  in  reading.  There  was  declamation  once  a 
fortnight,  and  during  part  of  the  year  once  a  week.  I  think  the  fifth 
class  course  is  too  long. 

I  could  read  French  pretty  well  when  I  stopped  studying  it.  I  could 
not  read  Spanish  at  all.  We  studied  it  but  three  months.  There  is 
now  enough  time  given  to  Spanish,  if  it  is  properly  emi)loyed.  We  were 
not  required  by  the  professor  to  study.  Those  who  knew  the  lessons  did 
not  get  better  marks  than  those  who  did  not.  The  method  pursued  iu 
teaching  was  intended  to  be  the  same  as  that  adopted  in  the  French  de- 


MIJ-ITARY   ACADEMY   AT    WEST   POINT.  105 

partmeut,  bin  I  do  not  tbink  tbe  professor  was  competent  to  instruct 
cadets.  He  did  not  have  snfticient  knowledge  of  Englisb,  and  was  un- 
able to  make  tbe  cadets  res[)ect  bim. 

The  duties  of  sentinel  sometimes  interfere  with  tbe  studies.  If  one 
has  to  recite  at  eight  o'clock  in  the  morning,  tbe  sentinel's  tour,  during 
tbe  previous  evening,  interferes  with  tbe  preparation  of  the  lesson. 

As  one  advances  in  tbe  course,  1  think  the  studies  are  more  interest- 
ing, more  easily  learned,  and  better  retained. 

The  certificate  of  tbe  ofticer  of  the  day,  so  far  as  my  knowledge  goes, 
is  generally  regarded  as  obligatory.  In  writing  excuses  tor  reports, 
cadets  feel  bound  in  honor  to  tell  the  exact  truth  ;  and  it  would 
raise  tbe  tone  of  tbe  corps  if,  when  a  cadet  denies  a  report,  the  com- 
mandant would  remove  it,  or  have  tbe  matter  investigated. 

Cadet  Franklin  Harwood,  of  tbe  first  class,  was  called  and  gave 
the  following  answers  in  reply  to  the  questions  proposed  to  bim : 

I  think  that  many  of  the  cadets  find  difficulty  in  the  application  of 
matbtanatics  to  the  higher  branches.  There  is  not  enough  instruction 
in  the  practical  use  of  instruments.  With  most  of  the  sections  the  in- 
structor adjusts  and  uses  the  instrument,  whereas  each  cadet  should  be 
obliged  himself  to  do  it.  I  should  not  at  present  be  able  to  obtain  the 
longitude  of  a  point. 

I  think  that  much  of  the  English  course  is  unnecessary  and  unprofit- 
able, especially  the  history  of  philosophy  and  moral  science.  If  a  cadet 
has  no  knowledge  of  morals  when  he  enters  the  Academy,  he  will  never 
get  it  from  his  text  book. 

I  could  not  read  Spanish  at  the  end  of  the  course.  The  deficiency 
was  principally  due  to  want  of  time.  The  professor  of  Spanish  is  not  a 
person  calculated  to  insi)ire  respect  among  the  cadets.  I  think  him 
competent  to  teach  the  language,  but  not  to  govern.  If  not  required 
himself  to  take  charge  of  a  special  section,  he  might  be  able  to  perform 
bis  duties. 

I  do  not  believe  that  any  cadet  would  tell  an  untruth  about  a  report. 
There  is  not  an  unfrequent  practice  among  officers  of  reporting  on  sns- 
picion,  which  creates  much  bad  feeling,  and  I  think  is  wrong.  An  offi- 
cer will  report  what  he  susi)ects  as  an  existing  fact. 

A  cadet  will  sometimes  positively  deny  a  report  when  a  question  of  fact 
is  concerned,  and  his  denial  will  not  be  received,  nor  will  there  be  any 
investigation  made.  Cadets  have  tbe  right  to  api)eal,  but  there  is  so 
much  trouble  in  getting  justice  that  I  believe  it  is  generally  better  to 
let  the  matter  drop. 

The  heating  arrangements  of  tbe  barracks  are  bad.  A  stench  some- 
times comes  up  from  the  flues,  which  one  must  put  up  with  or  suffer 
from  cold. 

There  is  food  constantly  on  tbe  mess  hall  table  which  I  do  not  con- 
sider fit  to  eat.  Sometimes  the  meat  is  almost  rotten,  and  sometimes  it 
is  too  tough  to  swallow.  When  complaint  is  made  to  the  Commandant, 
the  latter  sends  an  officer  to  inspect.  Tbeofficer  is  furnished  a  si)ecimen 
of  the  fare  by  the  purveyor,  and  often  i)ronounces  it  good.  I  do  not 
know  that  the  cadets  have  had  any  opi)ortunities  of  seeing  what  has 
been  presented  as  a  specimen  of  the  food  supplied  to  them.  We  would 
be  glad  to  pay  more  and  have  a  better  table. 

Cadet  P.  H.  O.  Eorke,  of  the  second  class,  was  called,  and  gave  the 
following  answers  in  reply  to  tbe  questions  proposed  to  him  . 

Have  completed  the  French  and  Spanish  courses.    Could  read  French 


106  MILITARY    ACADEMY    AT    WKST   POINT. 

with  facility  wbeu  I  stoppod  studying.  I  cauuot  speak  it ;  studied  it 
for  a  year  and  a  half;  Spanish  for  a  year.  Head  Spanish  with  as  much 
case  as  French;  can  speak  it  a  little ;  can  write  a  little  in  both  lan- 
guatjes.  The  same  method,  generally,  was  employed  in  teaching  both, 
though  in  S[)anish  there  was  rather  more  practice  in  speaking.  About 
the  same  interest  was  taken  in  one  language  as  in  the  other.  If  anything, 
the  8|)anish  was  liked  a  little  better.  I  regard  the  professor  of  French 
as  a  tliorough  aiul  excellent  instructor.  AVhat  was  learned  of  Spanish, 
apart  from  the  i)ronunciation,  was  learned,  in  a  great  measure,  without 
the  assistance  of  the  teacher.  Ue  did  not  inspire  resi)ect,for  the  reason 
that  he  had  no  capacity  to  govern.  I  think  he  would  be  reliable  as  au 
instructor  so  far  as  his  knowledge  of  the  language  goes,  lie  speaks  it 
flueutly,  but  cauuot  si)eak  English  well  enough  to  be  able  to  give  iu  all 
cases  full  explanations.  1  have  seeu  mistakes  made  which  he  has  not 
corrected,  but  none  apparently  from  ignorance.  The  same  thing  will 
occur  iu  the  other  section  rooms. 

The  principal  incentive  to  study  is  to  get  into  a  scientific  cori)s. 

There  should  be  fewer  reports  given,  iu  my  opinion.  Mauy  offenses 
might  be  more  severely  punished,  but  frequently  irregularities  occur 
that  it  would  be  sufiicient  to  correct  at  the  moment.  For  some  delin- 
quencies an  entirely  disproportionate  number  of  demerits  is  given.  A 
cadet,  I  have  learned,  received  four  reports,  giving  him  sixteen  demerits, 
because  a  small  piece  of  paper  was  seen  i)rojectiug  from  beueath  his 
tent  floor.  He  was  unconscious  of  the  offense  for  which  he  had  been 
four  times  reported,  until  it  was  finally  pointed  out  to  him  by  the  re- 
porting othcer. 

Mauy  questions  of  veracity  have  arisen  where,  no  investigation  has 
been  made,  and  a  stigma  has  rested  upon  the  cadet.  Great  dissatisfaction 
aud  indignation  has  been  occasioned  b}'^  this  among  the  corps. 

Cadet  A.  H.  Button,  of  the  second  class,  was  called,  and  answered 
as  follows  to  the  questions  proposed  to  him : 

Can  read  Fieuch  fluently ;  speak  it  a  little.  Cannot  read  Spanish 
•with  the  same  flueucy ;  can  speak  it  a  little.  Had  studied  French  be- 
fore entering  the  Academy.  Consider  the  system  of  instruction  in  that 
language  better  here  than  I  had  ever  seen  it  elsewhere. 

There  were  deficiencies  in  the  professor  of  Spauish,arisiug,l  think,  more 
from  his  want  of  knowledge  of  the  English  than  of  the  Spanish  language. 
Have  attributed  any  failures  to  correct  cadets  for  mistakes  to  inadver- 
tence or  nearsightedness.  There  was  less  discipline  than  in  the  other 
section  rooms,  and  rather  too  familiar  conversation  between  the  instruc- 
tor and  the  cadets,  which  I  thought  was  owing  to  the  professors  kind 
disposition  and  inexperience.  I  have  seen  cadets  use  their  books  in  his 
i>ectiou  room  more  than  in  any  other.  I  think  we  might  have  learned 
to  read  as  well  without  the  instructor,  but  not  to  pronouuce. 

The  Commission,  at  4  p.  m.,  adjaurued  to  meet  at  10  a.  m.  to-morrow. 

J.  C.  Ives,  First  Lieut.  Topof/rajyhical  Engineers, 

Secretary. 


West  Point,  New  York, 

August  8,  1860. 
The  Commission  met  at  10  a.  m.    Present,  all  of  the  members  ex- 
cepting the  Hon,  Mr.  Cochrane.     The  secretary  present.    The  proceed- 
ings of  yesterday  were  read. 
Communications  were  received  and  read  from  General  J.  G.  Totten, 


MILITARY    ACADEMY    AT    WEST    POINT.  107 

Corps  of  Eugiueers,  aud  Lieutenant-Colonel  K.  C.  Buchanan,  Fourth  In- 
ifiintry,  in  reply  to  the  questions  i)roi)ose(l  in  the  circular  letter  of  the 
18th  ultimo  (ai)pen(led  and  marked  1'  and  K');  also  from  Captain  J.  G. 
Benton,  Ordnance  Department,  instructor  in  ordnance  and  gunnery  at 
the  Academy,  in  reply  to  the  questions  proi)osed  to  the  professors  and 
instructors  (ai)peuded  and  marked  L') ;  also  from  Professor  H.  L.  Ken- 
drick.  United  States  Military  Academy,  in  reply  to  the  circular  letters 
of  the  18th  and  23d  ultimo  (appended  and  marked  M^  and  N*). 

Cadet  "William  K.  Jones,  of  the  second  class,  was  called,  and  gave 
the  following  answers  to  the  questions  proposed  by  the  Commission: 

My  mathematical  knowledge  was  sufficient  to  enable  me  to  master  the 
course  of  philosophy.  There  was  only  one  equation  which  1  now  recol- 
lect that  I  could  not  work  out.  The  chapter  on  molecules  we  were  not 
required  to  work  out.  It  was  not  considered  as  exactly  belonging  to 
the  course,  but  intended  to  supply  some  knowledge  that  would  be  wanted 
in  the  studies  of  optics  and  acoustics.  I  learned  little  about  practical 
surveying,  though,  I  think,  with  what  I  know,  I  could  soon  acquire  a 
knowledge  of  the  use  of  instruments. 

I  do  not  think  there  is  any  profit  derived  from  the  study  of  practical 
ethics,  or  the  book  on  prefixes  and  suffixes. 

There  is  no  study  that  I  would  have  cared  to  pursue  further  except- 
ing that  of  the  languages.  Wlieu  I  left  off  the  study  of  French  I  could 
read  and  write  exercises  with  facility.  Spanish  I  can  read  tolerably 
w'ell  oulj'.  For  the  first  six  months  I  studied  it  pretty  hard,  afterwards 
not  so  much  ;  probably  because  it  was  not  required.  The  method  pur- 
sued in  leaching  French  is  better  than  any  I  have  seen  in  the  instruc- 
tion given  in  languages  elsewhere,  and  could  be  applied  with  advantage 
in  the  Spanish  department.  Already  it  has  been  adopted  thereto  some 
extent.  I  can  speak  very  little  Si)auish ;  could  pursue  the  study  now 
without  a  teacher.  I  think  there  is  not  enough  reading  practiced  in  that 
department,  and  that  the  books  are  not  well  selected.  Nearly  all  that 
I  learned,  excepting  the  pronunciation,  I  learned  in  my  own  room. 

The  professor  does  not  seem  to  be  able  to  command  the  respect  of  the 
cadets.  As  to  his  knowledge  of  Spanish  I  am  not  competent  to  form  an 
opinion.  We  had  a  special  lesson  for  each  day,  which  was  very  easy, 
and  wljich  he  could  readily  have  acquired.  There  was  something  in  his 
manner  that  permitted  more  familiarity  than  was  ventured  with  the 
other  instructors.  It  was  not,  however,  carried  very  far.  The  method 
of  making  out  the  standing  appeared  to  me  to  be  the  same  as  thc^t  fol- 
lowed in  other  departments.  It  was  more  the  custom  in  the  Spanish 
section  room  than  in  any  others  to  resort  to  different  means  of  getting 
assistance  in  regard  to  the  lesson,  which  probably  arose  from  the  want 
of  discipline.  Elsewhere  it  was  not  generally  considered  fair  for  cadets 
to  look  at  their  book. 

Cadet  RicnARD  M.  Hill,  of  the  second  class,  was  called,  and  gave 
the  following  answers  to  the  questions  proposed  to  him  : 

Could  read  French  with  facility  when  I  had  finished  the  course;  Span- 
ish not  so  well,  though  I  paid  more  attention  to  the  latter  study  than  to 
the  former;  do  not  consider  that  the  instruction  given  was  as  good  ;  the 
professor  has  not  a  sufficient  knowledge  of  English  to  be  able  to  impart 
clearly  the  principles  of  the  Spanish  language;  he  would  frequently  be 
asked  questions  which  he  would  find  difficulty  in  answering;  hecannot 
8peak  English  well  ;  othis  knowledge  of  Spanish  I  am  not  acomi)etent 
judge;  there  is  not  much  interest  taken  in  his  course;  it  is  easy  to  get 


108  MILITARY    ACADEMY    AT    WEST    POINT. 

along  without  stiuly,  owinn;  to  tlic  professor's  leniency  ;  with  a  different 
ni0(k'  of  instruction  and  a  ditfcrcnt  instructor,  I  think  there  wonhl  be  an 
interest  taken  in  the  study  ol'  tiie  lan{>ua<^e.  The  prolessordid  not  com- 
mand respect  in  his  professional  capacity  ;  we  thought  him  agentleman^ 
and  lie  tried  haid  to  make  tiie  young  men  respect  him,  but  it  did  not 
seem  to  be  in  his  [)ower. 

Cadet  Alfred  Mordecat,  of  the  second  class,  was  called,  and  an- 
swered as  follows  to  the  questions  proposed  to  him  : 

I  think  that  in  the  philosophical  course  there  is  an  excess  of  analyti- 
cal woik,  and  that  one  is  apt  to  lose  sight  of  the  principles  in  devoting 
so  much  time  to  the  analysis. 

Studied  French  not  quite  a  year  and  a  half,  and  learned  to  read  it  with 
facility;  can  speak  it  to  some  extent;  Spanish  I  can  neither  read  nor 
sjieak  so  well ;  the  method  of  instruction  in  the  latter  is  not  so  system- 
atic as  in  the  other  ;  the  professors  knowledge  of  English  was  defective, 
and  I  thought  his  knowledge  of  Spanish  also  ;  he  would  occasionally 
exi)lain  the  idioms,  but,  not  being  able  to  do  it  in  Spanish,  would  resort 
to  French;  there  was  little  interest  taken  in  his  course;  it  was  not 
necessary  to  i)ay  much  attention  to  it;  there  was  a  lack  of  discipline, 
arising,  I  think,  from  want  of  respect  for  the  professor  and  want  of  con- 
fidence in  his  ability. 

Eeports  are  sometimes  given  on  suspicion  when  the  reporting  oflBcer 
does  not  know  the  report  to  be  correct.  For  example :  at  a  drill,  the 
instructor,  at  a  distance,  noticing  some  irregularity,  will  order  the  file 
closer  to  report  for  it ;  the  latter,  not  knowing  certainly  the  delinquent, 
will  report  the  person  whom  he  most  strongly  suspects.  I  believe  that 
cases  are  very  rare  where  an  excuse  contains  an  incorrect  statement  j 
cadets  look  upon  it  as  a  solemn  obligation  to  state  the  exact  facts.  In- 
stances have  occurred  where  a  cadet  has  believed  himself  insulted  by  an 
officer,  and  has  asked  the  Superintendent  to  forward  his  complaint  to 
the  Secretary  of  War,  but  has  heard  nothing  further  about  the  matter. 

Cadet  LucTEN  D.  Sandidge,  of  the  second  class,  was  called,  and  an- 
swered as  follows  to  the  questions  proposed  to  him  : 

Can  read  French  with  tolerable  facility.  Think  the  method  of  teach- 
ing it  the  finest  I  have  ever  seen.  Spanish  1  do  not  read  so  well.  The 
course  is  not  as  thorough.  Think  the  professor  deficient  in  knowledge 
of  elementary  English.  Regarding  the  principles  of  the  Spanish  lan- 
guage, I  always  thought  his  explanations  sufficiently  clear.  There 
did  not  api)ear  to  me  to  be  any  very  marked  difference  in  the  discipline 
as  enforced  in  the  Spanish,  and  in  the  section  rooms  in  other  depart- 
ments. 1  did  not  perceive  much  disposition  to  slight  the  study.  The 
I)rofessor  was,  I  think,  sufficiently  exacting.  His  demeanor  was  always 
polite.  Perhaps  there  was  more  familial ity  with  him  than  with  the 
other  instructors.  The  cadets  would  probably  look  at  their  books  and 
get  assistance  from  each  other  more  in  his  section  room  than  in  any 
other.  I  think  they  learned  about  as  much  as  they  would  have  done 
under  any  other  teacher. 

Cadet  Lawrence  S.  Babbitt,  of  the  second  class,  was  called,  and 
answered  as  follows  to  the  questions  proj)osed  to  hiu) : 

Most  of  the  course  of  philosopliy  is  understood  by  the  cadets.  The 
chapter  upon  molecules  I  do  not  think  that  any  of  them  clearly  com- 
prehend, though  different  parts  of  it  have  been  exi)lained.  The  studies 
are  generally  pursued  in  such  a  way  as  to  be  impressed  upon  the  mem- 


MILITARY    ACADEMY    AT    WEST    POINT.  109 

ory.  1  think  that  there  is  too  much  analysis  in  the  philosoi)hical 
■course,  and  that  it  is  calculated  to  make  one  forget  principles  in  the 
study  of  the  equations  and  formulae. 

Had  studied  French  very  little  before  entering  the  Academy.  Can 
read  almost  any  French  book  now  understandingly.  Cannot  read 
Spanish  so  well.  With  half  a  year's  more  study,  think  I  could  read 
it  as  well  as  I  do  French.  Could  continue  the  study  without  the  in- 
structor. There  is  nothing  deficient  in  the  French  department.  In  the 
Spanish  there  was  an  inclination  of  the  cadets  to  take  advantage  of  the 
professor's  good  nature.  There  was  no  intention  on  his  part  to  be  too 
familiar  with  the  section,  but  there  was  something  odd  in  his  manner, 
and  discipline  was  not  snflficieutly  enforced.  I  think  he  required  a 
little  more  knowledge  of  Spanish  to  be  able  to  explain  the  idioms  well. 
He  sometimes  did  this  with  reference  to  French ;  seldom  with  reference 
to  English.     The  cadets  do  not  treat  him  with  much  respect. 

As  first  sergeant,  I  have  no  unpleasant  relations  with  cadets  be- 
cause I  am  compelled  frequently  to  report  them.  I  do  not  know  of 
any  objection  to  the  officer  of  the  day  being  compelled  to  sign  a 
certificate  that  be  has  performed  all  of  his  duties.  The  certificates  of 
superintendent  of  subdivision  and  corporal  of  the  guard  are  looked 
upon,  1  think,  rather  as  matters  of  form.  The  duties  would  be  per- 
formed by  a  conscientious  man  as  well  without  them  as  with  them. 

Cadet  John  F.  O'Brien,  of  the  second  class,  was  then  called,  and 
gave  the  following  answers  to  the' questions  proposed  to  him  : 

Had  studied  French,  but  not  Spanish,  before  entering  the  Academy. 
Can  read  French  with  facility,  and  Spanish  about  as  well.  Spent  a 
summer  in  Cuba,  before  commencing  the  Spanish  course.  Was  more 
interested  In  Si)anish  than  in  French,  and  had  more  desire  to  learn  it. 
There  was  not,  I  think,  enough  reading  in  the  course.  The  professor 
would  explain  the  idiomatic  peculiarities  of  the  language  with  reference 
both  to  the  English  and  to  the  French.  He  can  make  himself  readily 
understood  in  English,  and  knows  enough  of  that  language,  I  think, 
for  a  Spiiuish  teacher.  I  never  saw  any  deficiency  in  his  knowledge 
of  S|)anlsh.  He  was  more  lenient  than  any  others  of  the  professors  or 
iustructois.  I  think  this  arose  from  his  kindness  of  heart,  and  a  gen- 
eral desire  to  please. 

At  3  p.  m.  the  Commission  adjourned  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Ives,  First  Lieut,  Topographical  Engineers, 

Secretary. 


West  Point,  New  York, 

Angusl  9,  ISGO. 

The  Commission  met  at  10  a.  ra. 

Present,  all  of  the  members  excepting  the  Hon,  M.  Cochrane.  The 
secretary  present.     The  i)r<)ceedings  of  yesterday  were  read. 

A  communication  was  received  and  read  from  Professor  Horace 
Webs' er,  of  the  New  York  Free  Academy,  supi)lementary  to  the  com- 
munication received  fiom  hitn  on  the  3d  Instant,  in  reply  to  the  ques- 
tions proposed  by  the  Commission  (appended  and  marked  O');  also 
from  Professor  A.  E.  Church,  of  the  United  States  Military  Academy, 
proposing,  at  the  request  of  the  Commission,  certain  moditicatious  of 


110  MILITARY    ACADEMY    AT    WEST   POINT. 

the  circular  usually  addressed  to  the  candidates  for  admission  to  the 
Academy.     (Appended  and  marked  P'.) 

Professor  AV.  H.C.Baktlett,  of  the  United  States  Military  Academy, 
was  called  ;  and,  in  reply  to  (]uestions  proposed  by  the  Commission, 
stated  as  follows : 

Cadets  are  less  ]>rohcient  now  in  mathematics  than  they  were  many 
years  ago.  Sometimes  they  will  not  have  enough  knowledge  of  cal- 
culus to  solve  ordinary  problems.  I  myself,  at  the  examinations,  had 
voted  these  individuals  prohcient  in  the  mathematical  course.  They 
had  probably  crammed  for  the  occasion.  Even  in  the  highest  section 
1  sometimes  hud  deficiencies.  The  remedy  for  this,  I  think,  would  be 
to  give  more  time  for  reflection  and  mastery  of  the  lesson,  by  allowing 
a  certain  interval  of  repose  after  the  recitation.  The  cadet  should 
have  plenty  of  time  to  become  prolicient  in  the  course;  and  at  the  end 
of  the  year  there  should  be  a  very  rigid  examination  ;  and  all  should 
be  discharged  who  did  not  come  up  to  the  standard.  A  general 
examination,  at  the  time  of  graduation,  upon  the  whole  course  of 
studies  might  be  advisable. 

The  subject  of  physics  has  undergone  of  late  many  modifications. 
In  the  present  system  of  instruction  it  is  necessary  first  to  embody 
certain  general  principles  that  apply  to  all  the  branches  of  physical 
science  in  a  short  course,  and  afterwards  deduce  results  for  each  of  the 
special  departments.  The  tirst  section  is  prepared  to  work  out  all  of 
the  results.  The  conclusions  are,  however,  given  in  language  easily 
understood;  and  the  lower  sections  receive  them  without  being  them- 
selves able  to  demonstrate  their  accuracy.  These  conclusions,  so  far 
as  is  possible,  are  illustrated  by  experiment.  1  do  not  think  that  the 
test  to  which  a  cadet's  mathematical  knowledge  is  subjected  is  severer 
than  it  was  formerly. 

It  does  not  seem  to  me  that  there  is  quite  the  same  competition  tor 
class  standing  that  there  was  at  one  time.  Those  near  the  head  study 
hard  to  be  iirst ;  those  near  the  foot,  to  avoid  being  dismissed  ;  those 
between,  merely  enough  to  keep  along,  increasing  their  efforts  tempo- 
rarily if  they  find  they  are  ^falling  too  low.  There  does  not  appear  to 
be  much  study  merely  to  acquire  a  knowledge  of  the  course. 

My  impression  is  that  assignments  to  corps  have  been  sometimes 
made  without  reference  to  academic  standing  or  personal  preference. 

In  making  the  a])pointments  to  the  Academy  one  modification  ap- 
pears to  me  to  be  desirable.  It  is  that  each  Congressman  should  nomi- 
nate a  certain  number  of  candidates,  who  should  be  examined  by  a 
competent  board,  with  a  view  to  the  appointment  of  the  best  qualified. 
This  would  secure  good  ability  and  ample  proficiency.  I  would  not 
increase  the  requirements  for  admission. 

If  the  different  methods  of  instruction  were  pursued  with  the  highest 
and  lowest  sections,  instead  of  their  being  made  to  learn  different 
amounts  of  the  same  books,  it  might  operate  to  the  injury  of  some 
cadets,  who  would  otherwise  be  able  to  rise  to  the  upi)er  portion  of  the 
class.  It  would  then  be  almost  impossible  to  transfer  individuals  from 
the  lower  section  to  the  higher.  Excepting  for  this,  I  should  consider 
the  geometrical  method  of  teaching  the  philosphical  course  better 
adai)ted  to  the  lowest  sections. 

The  textbooks  in  natural  and  experimental  philosophy  have  been 
X)repared  expressly  for  the  cadets  of  the  Military  Academy.  They  have 
a  threefold  purpose — mental  discipline,  a  corresponding  knowledge  of 
the  subjects  of  which  they  treat,  and  a  confirmation,  in  the  minds  of 


MILITARY    ACADEMY    AT    WEST    POINT.  Ill 

the  students,  of  their  previous  mathematical  course.  The  text  on  me- 
chanics, the  groundwork  of  the  whole,  begins  with  the  simplest  ele- 
ments of  physics,  and  such  general  facts  in  regard  to  the  action  of 
forces  as  are  furnished  by  experience,  and  which  comprehend  all  special 
cases  of  nature.  These  are  fully  discussed,  and  a  mathematical  for- 
mula, au  expression  of  the  laws  by  which  forces  are  connected  with 
matter,  is  deduced.  From  this  point  the  work  is  purely  deductive, 
and  presents  to  the  student  a  connected  discussion,  instead  of  a  series 
of  detached  propositions,  as  in  most  texts  upon  the  same  subject.  This 
formula  is  made  a  never-failing  source  whence  may  flow,  through  the 
channel  of  mathematical  analysis,  and  in  the  natural  order  of  se<|uence, 
all  the  laws  of  matter,  and  the  rationale  of  all  physical  phenomena. 
The  method  is  natural,  sim[»le,  and  comprehensive,  and  it  saves  to  the 
student  a  great  deal  of  useless  labor,  by  avoiding  the  necessity  of  new 
stateuients  and  demonstrations  ou  the  presentation  of  new  cases  and 
new  data.  It  requires,  to  be  sure,  more  labor  from  the  student  at  the 
beginning ;  but  that  labor  is  rewarded  by  ample  returns  in  the  in- 
creasing ease  with  which  he  may  progress,  after  mastering  first  prin- 
ciples, and  in  the  facility  with  which  the  text  may  be  reviewed. 

The  totally  new  aspect  given,  within  a  few  years,* to  that  branch  of 
natural  philosophy  embracing  what  were  formerly  called  the  "  im- 
poncterables,"  viz,  light,  heat,  and  electricity,  made  it  necessary,  in 
my  judgment,  to  add  to  the  mechanics  of  solids  and  of  Jlnirh,  that  of 
molecules;  and  it  is  proposed  to  replace  the  present  text  book  ou 
acoustics  and  optics  b^^  another,  embracing,  in  addition,  heat  and 
electricity,  which  shall  be  purely  deductive,  and  little  else  thau  corol- 
ary  to  this  new  branch  of  mechanics. 

The  work  on  astronomy  is  constructed  upon  the  same  plan,  as  nearly 
as  may  be,  and  no  change  is  proposed  for  it. 

The  condition  of  the  department  of  natural  and  experimental  phi- 
losophy requires  improvement  in  regard  to  the  location  of  its  lecture 
and  recitation  rooms.  These  are,  at  present,  in  separate  buildings, 
removed  from  one  another  about  seventy-five  yards,  and  both  in  the 
second  story.  It  is  desirable  that  they  should  be  brought  under  the 
same  roof,  and  made  to  communicate  directly  with  each  other.  All 
of  the  ajjparatus,  except  that  used  in  the  course  of  practical  astronomy, 
is  deposited  in  the  lecture  room.  In  the  course  of  recitation  in  the 
section  room,  points  of  difficulty  are  constantly  arising,  of  which  the 
solution  would  be  greatly  facilitated  by  a  simple  illustration  with  some 
suitable  piece  of  apparatus ;  but,  at  present,  we  are  deprived  of  this 
advantage  by  the  arrangement  of  which  I  speak.  But  an  hour  and  a 
half  daily  are  allowed  for  the  recitation  of  each  section,  anil  to  pass 
from  the  section  to  the  lecture  room,  and  back,  every  time  a  necessity 
arises,  would  consume  so  much  time,  and  involve  so  much  inconveni- 
ence, as  to  deter  from  any  attempt  to  employ  the  apparatus  in  the  way 
I  suggest,  and  which  would  greatly  enhance  its  practical  utility.  To 
remedy  the  difficulty,  I  would  suggest  either  to  api)ropriate  the  rooms 
now  occupied  as  offices,  ou  the  ground  floor,  just  under  the  lecture 
room,  for  purpose  of  recitation,  as  originally  intended;  or  toeiecta 
new  fire-proof  building  for  lectures,  recitations,  and  the  accommoda- 
tion of  all  the  apparatus,  including  the  instruments  for  practi(;al  astrono- 
my. The  latter  plan,  if  executed  with  special  reference  to  the  objects 
here  specified,  would  be  greatly  preferable.  All  the  rooms  could  be 
nuule  to  occupy  the  same  floor,  and  to  communicate  so  directly  as  to 
bring  every  instrument  and  piece  of  api)aratus  within  immediate  reach 
of  the  instructor.     The  building  should  not  be   nuire  than  one  storj* 


112  MILITARY    ACADEMY    AT    WEST   POINT. 

high;  and  I  am  more  incliiuMl  to  this  plan,  because  of  the  injury  to 
wliich  our  line  astioiioniical  instruments  arc  now  exposed,  from  tliedust 
caused  by  tlie  cavalry  ami  artillery  drills,  which  take  place  directly  to 
the  north  ot  their  present  location,  an<l  in  the  range  of  the  prevailing 
summer  winds.  A  judicious  locatiim  of  the  new  building  would  not 
only  avoid  this  objection,  but  wouhl  also  relieve  ns  from  the  noise, 
which  seriously  interferes  with  the  use  of  the  instruments  during  a 
considerable  portion  of  the  year. 

The  building  wouUl  cost,  1  suppose,  from  ten  to  twelve  thousand 
dollars. 

First  Lieutenant  Rufits  Saxton,  fourth  artillery,  assistant  instructor 
in  artillery  at  the  Academy,  was  called,  and,  in  reply  to  questions 
proposed  by  the  Commission,  stated  as  follows: 

In  the  artillery  course,  the  school  of  the  driver  is  not  taught  to  the 
•cadets.  With  twelve  lessons,  besides  six  for  review,  I  think  I  could 
teach  the  tactical  course.  There  are  subjects  of  the  highest  import- 
ance for  an  artillery  ofllcer  to  understand,  some  of  which  are  not  taught 
in  the  artillery  department,  and  others  not  at  all  at  the  Academy;  for 
example,  the  manner  of  preparing  a  mortar  bed,  and  certain  details  of 
interior  management  of  siege  and  sea-coast  batteries;  also,  many  mat- 
ters connected  with  harness,  its  care,  management,  &c.  There  is  no 
jiractice  in  filing  hotshot.  We  have  casemate  drdls,  and  throw  shells 
from  the  sea-const  and  mortar  batt«'ries.  I  think  it  would  be  well  to 
introduce  Jiuother  book  on  artillery.  There  is  one  by  Colonel  Delafield, 
in  manuscri|)t,  which  I  think  could  be  studied  to  great  advantage. 

To  make  the  course  complete,  and  the  cadets  thorough  artillerists, 
I  should  think  the  recitations  ought  to  extend  throughout  the  whole 
of  the  si^cond  class  year,  every  other  day,  alternating  with  ef  hi(;s.  This 
would  inchule  what  is  now  taught  in  the  department  of  ordnance  and 
-gunnery.     1  have  no  assistance  in  teaching  artillery  tactics. 

The  maiiifacture  of  arms,  projectiles,  ammunition,  &c.,  is  a  neces- 
sary pai't  of  an  aitilleiy  otti(;t-r's  education.  I  think  it  would  be  a  great 
advantage  to  unite  the  cori)s  of  ordnance  and  artillery.  There  should 
be  a  new  organization  of  the  latter  corps,  and  it  should  have  an  otlficer 
at  its  head.  There  are  not  now  more  than  enough  of  artillery  troops  to 
garrison  our  permanent  fortifictations. 

It  W(»uld  be  advaiitageous  tor  an  artillery  officer  to  be  an  engineer  and 
jtnce  versa.  In  building  forts  a  knowledge  of  artillery  is  necessaiy,  and 
in  selecting  posidons  for  batteries  an  artillery  officer  should  have  a 
knowledge  of  engineering.  I  do  not  think  that  the  charge  of  a  com- 
pany would  necessarily  interfere  with  scientific  investigations. 

There  should  be  at  the  Academy  a  different  set  of  horses  for  cavalry 
and  artillery  drills.  It  is  dangerous  to  use  the  same  animals  at  both. 
There  is  too  nmch  work  to  l)e  <loi>e.  Horses  frequently  fall  «lown  from 
weakness,  and  lately  narrow  escapes  from  serious  accidents  have  fre- 
<juently  oc<;urred.  It  would  be  a  measure  of  economy,  instead  of  at  once 
■breaking  dov\n  the  horses,  to  get  a  larger  number. 

Here  the  Commission,  at  3  p.  m.,  adjourued  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Ives,  First  Lieut.  Tojjographical  Engineers^ 

Secretary. 


military  acadkmy  at  west  point.  113 

Wkst  Point,  New  Yokk, 

AiuiKst  10,  18G0.  . 
The  Coiiiniissioii  met.  at  l(t  a.  m.     Present,  all  of  the  ineinbers  except- 
injj  the  Uou.  Mr.  Cochrane.     The  secretary  present.     Tiie  proceedings 
of  .yesterday  were  read. 

A  cominiiuication  was  receiv«  d  and  read  from  Professor  D.  H.  Mahan, 
of  the  jMilitary  Academy,  in  reply  to  the  questions  juoposed  in  the 
letter  of  the  Commission,  of  the  ISlh  nltimo.  (Appended,  and  marked 
B\) 

First  Lieutenant  J.  ^I.  Schofield,  first  artillery,  was  called;  and,  in 
reply  to  questions  proposed  by  the  Cominission,  stated  as  follows: 

Have  been  assistant  prolessor  of  philosophy  at  the  Academy  for  about 
four  years,  and  an  instructor  in  that  department  for  a  year  longer.  Have 
generally  had  charge  of  the  first  and  last  sections,  though  occasionally 
of  the  intermediate  ones. 

My  experience  is,  that  about  one  half  of  each  class  are  unable  to  un- 
derstand the  i)rinciples  of  mathemati(;s  applied  in  the  course  on  me- 
chanics, without  some  assistance  from  the  instructor.  Tlie  tirst  section, 
as  a  general  rule,  have  no  ditticnlty  in  working  out  nearly  all  of  the 
formuhe.  Tlie  <leticieiicy  in  attainment  is  generally,  I  think,  from  lack 
of  ability.  Many  have  not  power  to  master  the  mat  hemati(;al  and  higher 
courses  with  any  amount  of  study.  The  principles  are  generallj'  under- 
stood by  all.  It  is  only  upon  the  more  difficult  portions  of  the  analysis 
that  the  lower  half  fails.  There  are  no  prin(rii)les  taught  in  the  course 
on  natural  philosophy  which  may  not  have  a  direct  application  in  the 
study  of  engineering.  Tliere  aie  a  few  })roblems  which  could  not  be 
thus  applied,  but  the  study  of  these  does  not  occupy  more  than  three  or 
four  days. 

The  analytical  system  of  mechanics,  that  now  taught  at  the  Acad- 
emy, is  infinitely  preferable  to  the  oiher.  It  is  the  only  system  that 
affords  a  foundation  upon  which  future  progress  can  be  made.  Not 
more  than  half  the  cadets  can  master  it,  but  it  should  not  be  made 
less  difficult.  It  im[)arts  the  proper  amount  of  knowledge,  and  is  a 
good  test  of  merit.  In  it  the  general  formulie  and  princijjles  are  es- 
tablished, and  from  these  all  the  results  are  deduced.  By  the  syn- 
thetical method  there  is  a  separate  demonstration  for  each  problem. 
If  the  instructor  is  careful  there  is  no  danger  that  the  cadet,  while 
engaged  upon  the  analysis,  will  lose  sight  of  principles. 

TIhe  staiulard  of  the  lowest  sections  is,  in  my  opinion,  quite  below 
that  of  an  engineer.  I  know  of  no  remedy  for  this  but  to  elevate  the 
character  of  the  material  which  we  receive  into  the  Academy.  It  is 
not  itossible  to  biiug  one-half,  perhaps  not  one  quarter  of  those  who 
now  entei'  to  the  required  degree  of  proficiency.  Competitory  exami- 
nations before  the  a|)pointments  are  made  would  help  the  matter.  An 
examination  on  the  jtresent  preparatory  course  would  be  at  partial  test 
of  ability.  I  think  a  boy's  cai)acity  for  matluMuatics  might  be  judged 
of  by  a  searching  examination  upon  the  priiicii)les  of  aiithmetic.  The 
examination  for  admission,  at  present,  is  wanting  in  thoioughness. 

The  dirterence  in  the  proficiency  of  the  highest  and  lowest  sections 
runs  through  all  of  the  dei)artn)ents.  It  is  less  in  those  not  scieiitific. 
Since  I  was  a  cadet  I  think  in  some  of  the  deiiaitments  there  has  been 
a  change  (or  the  lietter,  and  in  others  for  the  worse.  I  tliink  the 
standard  in  mathematical  proficiency  has  soujewhat  fallen.  In  the 
ethical  course  I  believe  the  general  kiniwledge  of  cadets  has  been  im- 
proved. They  understand  languages  better.  lu  the  departiuents  of 
!S.  Mis.  o s 


114  MILITARY    ACADEMY    AT    WEST    POLNT. 

S|i;niisli  iiiul  I''hmic1i  there  appeiiis  to  be  ;iln(ut  iin  e(iiial  proficiency  at 
the  examinations. 

The  ti\('  y«';ii.s'  teiiii  has  its  ;ul\aiita<:es  and  disadvantages.  The 
Eii^ilisli  (;ouise  has  lieen  nnich  improved,  l)nt  ItlunU  ^iieater  benefits 
inif^ht  liav«'  l)een  derived  trom  a  live  years' course  tlian  there  have  beeu^ 
Th<*re  lias  been  tot)  jjreat  ati  increase  «if  stn<ly,  an  ovei'  multiplication 
of  books,  i)arlicubii  ly  in  the  etliical  (b'parrmei:t.  Tlie  increase  of  tlie 
teun  has  occasioned  a  <*ertain  wearitiess  anmnjj  the  (cadets,  so  far  as  I 
can  jn«l;;e  frcin  conversations  with  them.  I  have  talked  mostly  with 
members  of  the  late  giailnatinj*'  chiss,  wl)o  were  <;ieatly  disapi)ointed 
at  liavinj;  to  sti^y  the  a<lditional  year,  as  tiiey  had  ex|)ected  to  /graduate 
twelve  months  sooner  than  they  did.  M(  nibers  of  otiier  classes  have 
complained  of  the  long;  teini  of  study,  accoinjjaiMed  with  severe  <lis- 
cipline,  isolation  from  soriety,  «S:c.  These  comi)laints  have  generally 
proceeded  from  the  most  indolent. 

Sutlicient  opportunities  are  given  for  practical  applications  of  the 
course  of  natural  jdiilosophy.  The  use  of  instruments,  particularly 
astronomical  instiiimcnls,  is  taught.  1  think  one  halt  of  the  class 
would  be  able  to  use  instruments  in  the  field.  There  are  a  good  many 
wiiom  it  would  be  almost  useless  to  attempt  to  teach.  Every  member 
of  the  first  section  makes  one  set  of  observations  for  time,  latitude^ 
and  longitude,  and  observes  once  with  the  sextant,  altitude  and  azimuth 
instrument,  and  zenith  telescope.  The  latter  instruments  are  adjusted 
and  set  by  the  instructor.  I  si)ent  a  week  in  instructing  that  section^ 
and  think  that  each  member,  with  a  little  practice,  would  be  able  to 
take  up  the  instruments  and  observe.  One  height  is  measured  by  each 
l)erson  with  the  barometer,  and  they  are  taught  how  to  handle  the 
latter  properly.  1  think  that  a  gieater  amount  of  time  might  be  em- 
ployed i>rotitably  in  practice  with  field  instruments;  but  it  would  be 
ditiicult  to  find  leisure  within  the  year,  and  it  would  scarcely  be  worth 
while  to  give  the  instruction  to  more  than  a  few  of  the  class. 

It  would  be  of  little  service  to  have  an  observatory  and  an  astrono- 
mer at  the  Academy  except  to  assist  officers  of  topographical  engineers. 
('orresi»ondH)g  observations  can  be  obtained  at  other  observatories. 
"West  Point  is  about  as  good  a  place  for  an  obseivatory  as  can  be  found 
in  the  eastern  portion  ot  tl  e  Unitt-d  States. 

The  course  <»t  artillery  at  the  Academy  is  sutliciently  extensive,  but 
I  think  other  text  books  should  be  introduced.  Theroux,  being  m 
French,  is  not  well  understood.  The  course  embraces  all  ot  the  ele- 
mentary instruction  required  in  artillery,  except  in  regard  to  the 
theory  of  ijrojectiles,  where  it  is  deticieut.  It  would  be  desirable  to 
have  it  extended  in  this  respect;  but  this  could  not  be  done  with  the 
l)resent  term  of  study.  It  would  be  well  if  artillery  officers  could  study 
alter  graduating,  bur,  my  experience  has  been  that  they  have  no  time. 
^^"itllOut  such  subsequentstudy  the  elementary  instruction  is  in  a  great 
measure  lost. 

The  geneial  amount  of  attainments  among  the  graduating  class  is,  I 
believe,  greater  than  when  the  term  of  study  was  shorter.  More  rigid 
examinations  would  raise  the  standaid  of  pioficiency  in  the  different 
studies.  At  piesent,  examinations  are  held  belore  committees,  and  all 
doubtful  cases  are  reexamined  belore  the  entire  Academic  Board.  The 
re  examination  is  very  thorough.  This  plan  has  been  in  opeiation  for 
three  or  four  yeais.  1  doubt  whether  a  general  examination  upon  the 
whole  course  would  be  beneficial.  It  would  cultivate  a  sxstem  of 
craninnng.  JSome,  skillful  at  this,  would  do  well,  while  others  would 
fail.     Fiiquent   examinations    by    the    instructor  upon   the   preceding 


MILITARY    ACADE>jY    Al"    WEST    POINT.  115 

lessons  would  onalile  hini  to  ascertain  very  nearly  tlic  real  protieieney 
of  c'a<lets.  In  the  study  of  pliilosopliy,  it  is  always  understood  by  iLe 
sections  that  the  whole  of  the  fundamental  principles  previously  ac- 
quired form  a  part  of  every  lesson. 

I  believe  that  the  text  books  now  in  use  are  admirably  adapted  to 
the  purpose  for  which  they  were  intended.  The  l)ot»iv  on  optics  and 
acoustics  rcipiires  to  be  modified,  and  a  new  one  is  now  iu  course  of 
prejyaration.  It  is  not  re(iuired  of  cadets  to  understand  the  mathe- 
matics of  the  cha])ter  on  molecules,  but  oidy  the  i)rinciples.  There  is 
not  time  for  the  former.  I  think  the  geometrical  ujethod  would  be 
better  suited  than  the  analytical  to  the  capacities  and  actjuiremeuts  of 
the  lowest  part  of  the  class. 

The  system  of  instruction  by  lectures  would  be  a  jjood  one,  if  the 
object  were  only  to  instruct ;  but  I  thiidc  it  would  diminish  the  amount 
of  application  to  study,  and  render  it  impossible  for  the  instructor  to 
ascertain  the  relative  jn'oticiency  of  the  pupils.  The  i)resent  system 
may  be  too  much  one  of  examination,  and  perhaps  the  two  might  be 
combined  to  a  certain  extent  advantageously. 

Class  standing  is  the  great  incentive  to  study.  I  think  there  is  a 
desire  to  be  head,  without  any  [)articular  obj<'ct  as  to  the  corps  in  view. 
The  first  titteen  have  the  most  emulation.  After  that  tliere  is  com- 
parative indiffereuce  till  you  get  near  the  foot  of  the  class,  where  they 
study  in  order  not  to  be  dismissed. 

Here  the  Commission,  at  l'  p.  m.,  adjourned  to  n)eet  at  10  a.  m.,  on 
Monday. 

J.  C.  Ives,  Fifst  Lieut.  Top' I  Eng'rs,  Secretary. 


West  Point,  New  York, 

August  13,  iSGO. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Foot  and  the  Hon.  Mr.  Cochrane.  The  secretary 
present.     The  proceedings  of  yesterday  were  read. 

Communications  were  received  and  read  fiom  C^apt.  H.  F.  Clarke, 
Subsisieiicf'  I)ei)artment,  and  from  Capt.  W.B.Franklin,  Cori)s  of  Topo- 
grai)liical  Engineers,  in  reply  to  the  (juestions  projjosed  in  the  circular 
letter  of  the  ISth  ultimo.     (Appendeil  and  marked  S'  and  T'.) 

The  following  letter  was  received  frou)  Col.  Justin  Dimick,  Sec- 
ond Artillery,  through  whom  the  circular  of  the  18th  ultimo,  addressed 
to  the  staff  of  the  Artillery  School  at  Old  Point  Comfort,  had  been 
forwarded  : 

Headquarters  Artillery  School, 

Fort  Monroe,  la.,  August  10,  1800. 
Sir:  I  have  the  honor  respectfully  to  return  the  sealed  letter  ad- 
dressed to  the  "Staff  of  the  Artillery  School,"'  which  has  just  been 
received,  and  respectfully  to  suggest  that  the  address  be  changed  to 
"The  Cai)tains  of  the  Artillery  School,"  whom  I  can  call  togedier  and 
pre.-ent  tiie  communication  for  such  action  as  may  be  lecjuired  of  ihem; 
but  the  staff  of  the  school  can  only  be  assembled  by  the  commandant 
of  the  school  for  the  transaction  of  business  which  he  may  lay  before 
them,  and  their  proceetlings  subject  to  his  remarks. 
1  am,  sir,  very  respectiullv,  vour  obedient  servant, 

J.  DIMICK, 
Lieut.  Col.  Second  ArtiUcri/,  Bit.  Col.,  ComUj  ArVy  Scliooh 
Lieut.  J.  C.  Ives, 

tSecretary  Military  Academy  Commission. 


116  MILITAKV    ACADEMY    AT    WEST    POINT. 

'J'Ih'  Co  iiiiiis>i(»ii  (litrcfcMl  tlnit.  in  iic(!()i  (hiiicc  willi  the  su^ocstioii  of 
ColoiM'I  DiiiiicU,  tln' iiddrt'ss  of  tht'  (•oiiiiimiiicsHiou  H'leiird  to  slioiiUl  be 
iiiodificil  as  as  to  n-ad  "TIk*  Captains  of  tlic  Ailillfiy  Scliool." 

An  exiuninatioii  was  tlicii  iiiad«' ot  ilu*  pio^^iaimncs  of  the  jneseiit 
COUi's*'  of  sliidv,  and  that  proposed  l>y  the  board  les'-cntly  convened  by 
tlie  Secretary  of  War;  after  wlucli,  at  .'{p.  n».,  tlie  Coniujjssion  ad- 
journed to  meet  at  10  a.  m.  to  inoriow. 

J.  C.  Ives,  Firfit  Lieut    Tdji'I  Emj'rs,  iSacrctary. 


West  Point,  New  York, 

A  V  gust  14,  18G0. 

The  Commission  mot  at  10  a.  m.  Present,  all  of  tbe  members  ex- 
cepting the  Hon.  Mr.  Foot  and  the  Hon.  Mr.  Cochrane.  The  secuetary 
present.     The  proceedings  of  yesterday  were  read. 

A  commnnication  was  received  and  rei'.d  from  Col,  Ri(;bard  Dela- 
field,  Corps  of  Engineers,  Superintendent  United  States  Military  Acad- 
emy, in  re])ly  to  the  (jnestions  proposed  to  him  by  the  Commission  in 
their  letter  of  the  ISth  ultimo.     (Appended  and  marked  U^) 

Also  from  the  Kev.  J.  W.  French,  cliaplain  and  professor  of  ethics, 
&c.,  at  the  Academy,  in  rei)ly  to  the  questions  ])roposed  to  the  profes- 
sors and  instructors.     (Appended  and  u)arked  V\) 

After  which,  at  3  p.  m.,  the  Commission  adjourned  to  meet  at  10  a.  m. 
'to  n.orrow. 

J.  C.  Ives,  Fimt  Lieut.  Toy'l  Engineers^  Secretary. 


West  Point,  New  York, 

August,  15,  1860. 
The  Commission  met  at  10  a.  m.     Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Foot  and  the  Hon.  Mr,  Cochraue.     The  secretary 
present.    The  proceedings  of  yesterday  were  read. 

Maj.  Alfred  Mordecai,  Ordnance  Department,  being  present,  in 
reply  to  questions  proposed  l)y  the  Commission,  stated  as  follows : 

I  think  the  regulation,  respecting  tiie  knowledge  of  arithmetic  re- 
(piired  as  a  qualification  for  admission  to  the  Academy,  suflicient,  but 
it  shoubl  be  rigidly  carried  out.  I  would  not  require  more  than  a  good 
kirowjedge  of  the  operations  of  arithmetic,  and  a  facility  of  working  in 
figures.  There  should  be  a  thorough  knowledge  of  elementary  <:rammar 
and  geography — such  an  amount  of  eacii  as  is  ordinarily  learned  by 
boys  of  thirteen  oi'  fourteen  at  school.  I  believe  it  would  be  well  for 
camiidates  to  be  i)crmitted  to  enter  only  between  the  ages  of  sixteen 
and  twenty. 

It  is  imjiortant,  I  think,  that  the  Superintendent  should  have  a  knowl- 
edge of  all  the  sciences  taught  at  the  Academy.  Administrative  talent 
is  essential,  and  this,  I  think,  oflicers  of  engineers  nsuallj'  possess  to  as 
greit  an  extetit  as  otlicers  of  any  corps  in  the  Army. 

There  has  been  a*dis|)Osition,  it  seeurs  to  me,  of  late,  to  attach  too 
much  i;ni)ortance  to  i)ractical  instruction.  The  Academy  should  not  be 
a  school  of  practice.  The  ability  to  receive  practical  instiuctioir  is  the 
principal  thing  to  be  acquired.     It  is  uecessarj',  however,  that  a  certain 


MILITARY    ACADEMY    AT    WEST    POINT.  117 

ainonnt  of  practical  military  triiiiiing'  should  run  tliroii.^li  the  whole 
coarse.  Elementary  instruction  must  be  fjiven  in  (^ach  of  the  branches 
of  the  service.  The  fjraduate  should  hive  soiui'  knowledge  of  all  the 
instruments  that  he  may  be  required  to  use.  It;  would  not  be  well  to 
separate  the  theoretical  from  the  pracjtical  iirstruction  entirely.  It  can 
scarcely  be  expected  that  we  shall  have  schools  of  practice,  though  they 
would  be  of  the  greatest  value,  for  with  our  .small  Army,  whenever  au 
emergency  occurs,  troops  will  be  taken  from  any  position  where  they 
are  available. 

As  the  Commandant  gives  itistruction  in  all  arms,  he  should  be  liable 
to  be  selected  from  al! — should  be  at  least  a  major,  and,  if  possible, 
have  performed  distinguished  service.  I  should  look  to  him  rather 
than  to  the  Superintendent  for  the  infusion  of  military  spirit  into  the 
cadets. 

If  the  i)rofessors  should  be  selected  from  the  Army  it  should  be  al- 
lowed to  detail  them  from  the  grade  of  (;aptains.  It  would  be  well  to 
take  them  from  all  corps.  They  would  probably  be  selected,  as  a  gen- 
eral thing,  from  the  scientific  corp.",  but  there  might  be  persons  another 
corps  whom  it  would  not  be  well  to  exclude.  Their  period  of  service  at 
the  Academy  I  think  should  not  be  restricted.  The  changes  in  detail 
would  hav«-  to  be  left  to  the  discretion  ot  the  President.  I  do  notthink 
there  shoidd  l>e  a  separate  a(;ademic  corps,  nor  do  I  think  it  would  be 
iieceswary  to  have  supernutiierary  otficers  attached  to  the  Army  to  supply 
the  wants  ol  the  Academy.  Assistants  may  be  changed  at  stated  periods, 
but  should  not:  all  be  changed  at  once.  The  position  of  first  assistant 
should  be  filled  by  selection,  and  not  by  regular  promotion. 

I  do  not  consider  it  necessary  to  bring  every  graduate  to  the  stand- 
ard of  an  engineer.  I  would  not  reject  all  who  do  not  come  ui)  to  this 
standard,  and  thereby  exclude  from  the  Army  many  young  men  who 
would  make  excellent  soldiers,  but  I  would  graduate  the  course  of 
instruction  to  a  considerably  greater  extent  even  than  at  present  is 
done.  I  would  give  a  portion  ot  the  class  a  more  elementary  training 
in  the  different  studies;  would  have  distinct  text  books  and  systems  of 
instruction  for  the  lowest  sections,  omitting  the  highest  branches  of 
mathematics,  and  teaching  them  the  philosophical  course  by  tlie  geo- 
metrical instead  of  the  analytical  method.  Everything  that  is  learned 
I  would  have  learned  thoroughly.  It  ha-j  been  objected  that,  if  this 
were  done,  there  would  be  au  early  separation  of  the  class,  and  that 
some,  who  from  want  of  early  advantage?,  might  make  a  poor  start, 
w^ould  be  debarred  from  reaching  a  i);)sition  which  they  couhl  have 
afterwards  attained  were  all  pursuing  the  same  books  and  system.  I 
think,  however,  that  a  young  man,  if  he  had  sufficient  an)bition  and 
capacity,  could  in  many  cases  acquire  the  higher  course.  It  was  not 
uncommon  at  one  time  for  cadets  to  qualify  themselves  to  er)ter  a  higher 
class  than  that  which  they  at  first  belonged  to.  As  a  rule,  I  do  not 
think  that  mathematical  ability  is  an  indication  of  fitness  for  the  mili- 
tary service ;  but  I  do  not  believe  that  a  .young  man  without  decided 
mathemati(;al  talent  would  make  a  good  engineer. 

Army  officers  may,  uj)on  some  occa.sions,  be  called  upon  to  perform 
certain  duties  of  engineers,  but  generally  they  would  he  of  so  simple  a 
character  that  every  one  with  a  military  edu(;ation  woidd  be  competent 
to  fulfill  them.  Where  a  higher  knowh'dge  of  engineering  is  required, 
there  would  be  a  wide  field  for  selection  among  the  artillery  officers, 
who  would  be  supposed  to  have  pursued  the  higher  course  of  stu(ly. 
Even  if  an  individual  were  incapable  of  mastering  tiie  scientific  studies 
required  to  make  a  good  engineer,  I  would  not,  for  that  reason,  exclude 


11(S  MILITARY    ACADEMY    AT    WEST    POINT. 

Iiirii  IVom  tlu'  snvice.  If  the  {irailualiiig  standard  were  made  very  bi«jb, 
the  niiniht'i  of  ;;ra«hiates  would  be  .so  miicli  reduced  that  the  couutry 
woiihl  not  he  willing;  to  hear  tlie  expeu.se  of  their  instruction. 

If  the  five  years' couise  is  retained,  1  tiiinlc  the  hist  year  shouhl  be 
(h'voled  more  to  practical  instruction,  and  the  studies  should  be  of  a 
li;;hter  character;  but  I  do  not  thiidi  we  could  approximate  to  the 
schools  of  practice  of  Europe.  Tlie  duties  taujiht  in  those  must  be 
learned  maiidy  after  jiraduatiufj:.  I  do  not  think,  even  if  time  could 
be  jiiven,  that  it  would  be  well  to  combine  the  schools  of  application 
with  our  academic  course.  In  Europe,  the  duties  of  reconnaissance, 
sketchirig,  «S:c.,  are  usually  taught  at  those  schools.  In  all  the  military 
schools  of  Europe  diawing  and  skt^ching  are  considere<l  of  the  greatest 
im])ortance  for  start'  oflieers.  They  begin  by  sketching  models,  set  be- 
fore them,  from  dirterent  j>oiuts  of  view  ;  then  co]>\  (Irawings,  figures, 
&('.;  then  make  topographical  drawings,  and  afterwards  landscapes. 

It  is  my  opinion  that  it  is  b*^st  to  assign  the  cadets  to  corps  when 
they  graduate.  I  would  not  recommend  any  system  of  transfer  from 
the  line  to  scientific  corps.  It  would  be  very  desirable  to  have  all  of 
those  who  are  apjiointed  to  the  latter  corps  serve  for  some  time  with 
troops.  It  would  be  well  for  artillery  officers,  in  their  turn,  to  serve 
on  ordnance  duty  at  arsenals,  &c.  I  have  always  believed  that  there 
should  be  no  ordnance  officers  below  the  rank  of  captain,  and  that  artil- 
lery lieutenants  should  be  detailed  in  turn  forordnance  duty.  Engineers, 
also,  should  have  some  experience  in  that  duty.  Generally  speaking,  it 
is  ;  dvantageons  for  higher  corps  to  serve  with  all  of  the  lower;  but  not 
so  necessary-  for  lower  corps  to  serve  with  the  higher. 

The  i)reseut  course  requires  elimination  to  bring  it  within  a  four  years' 
term.  In  making  such  an  elimination  I  would  omit  Spanish  altogether; 
limit  the  course  of  i)ractical  engineerit)g  and  astronomy,  use  of  instrii 
nients,  &c.,  and  reduce  the  course  of  English  by  leaving  out — having  in 
view  a  higher  standard  of  qualifications  for  admission — grammar  and 
geography.  Moral  science  might  be  entirely  omitted.  The  exercises  in 
riding  could  be  reduced.  More  time  should  be  given  to  French.  The 
defe(;ts  usually  charged  to  graduates  of  the  Academy  arise,  1  believe, 
from  a  want  ot  knowledge  of  the  English  language. 

I  think  that  four  years  of  incessant  confinement  and  study  at  West 
Point  are  sutti(!ient ;  and  that,  if  a  better  knowledge  of  English  is  re- 
quired, it  should  be  had  before  entering  the  Academy. 

A  communication  was  received  and  read  from  Professor  J.  de  Janon,  of 
the  United  States  Military  Academy,  in  reply  to  the  (juestions  proposed 
to  the  professors  and  instructors.     (Appended  and  n)arked  W^.) 

A  statement  was  received  from  the  Commandant  of  cadets  of  the  char- 
acter of  fare  furnished  on  each  day  at  the  cadets"  mess  hall,  and  the 
amount  of  proNisions  consumed  at  the  mess  hall  during  the  mouths  of 
May  and  June,  ISGO.     (Appended  and  marked  Y^) 

At  3.30  J),  m.,  the  Commission  adjourned  to  meet  at  10  a.  m.,  to-mor- 
row. 

J.  C.  Ives,  First  Lieut.  Topographicnl  Engineers^  Secretary.  . 


West  Point,  Xew  York, 

August  16,  1860. 

The  Commission  met  at  10  a.m.  Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceed- 
i  '      of  yesterday  were  read. 


MILITARY    ACADEMY    AT    \N  EST    POINT.  119 

Rev.  John  W.  French,  chaplain  and  professor  of  ethics,  v^  •.,  at  the 
Academy,  was  called,  and  in  reply  to  questions  proposed  by  the  Cdiu- 
oiission,  stated  as  foMows*: 

The  text  books  used  in  my  department  ought  to  be  as  preci'^e  and 
accurate  as  possible,  disembarrassed  of  needless  material,  with  neither 
repetition  uor  contradiction  in  ditterent  parts  of  the  course.  Those 
uow  in  use  are  liable  to  all  the  above  objections,  and  I  know  of  none 
others  that  can  be  purchased  that  would  be  free  from  them.  The  books 
that  would  be  adapted  to  the  wants  of  this  Academy  would  not  be 
suitable  tor  use  elsewhere,  and  rice  I'erso,  moral  science,  for  example, 
should  be  taught  here  like  any  other  science.  There  should  be  the 
closest  adherence  to  principles.  The  writers  on  that  subject  are  apt 
to  depart  from  general  princi{)les,  and  to  take  up  local  questions  of  the 
day  an<l  to  advance  particidar  views  of  their  own.  Dr.  Wayland,  tiie 
author  of  the  text  hook  now  in  use  at  the  Academy,  states  particular 
views  in  regard  to  the  social  contract,  war,  common  sciiools,  charities, 
and  some  theological  questions.  His  boi»k  has  been  in  use  for  many 
years,  and  should  not  be  abandoned,  unless  the  change  were  c«'rtain 
to  be  advantageous.  A  portion  of  the  work  was  at  one  time  eliminatfd 
at  the  suggestion  of  one  of  the  superintendents,  but  subsequently  re- 
stored. Kecently  an  elimination  has  been  again  made.  I  proposed  at 
one  time  to  substitute  Hickock's  book'  for  Wayland's,  but  the  last  chap- 
ter was  thought  liable  to  objection. 

Iq  connection  witli  the  studies  of  one's  duties,  I  would  propose  to  lay 
open  to  tiie  ])npils  the  facts  without  the  thtory.  The  lecture  system  is 
the  true  (»ne,  where  one  mind,  keeping  up  with  the  progress  of  investi- 
gation of  the  day,  imparts  its  ideas  and  knowledge  to  other  minds. 
Tiiere  are  difticnlties,  howevei',  attending  this  system,  and  in  its  place 
might  be  substituted  the  study  of  a  series  of  text  books,  einl)odying  tlie 
lectures;  i)resenting  them,  so  to  s]>eak,  in  a  har«lened  form.  My  idea  is 
that  the  ethical  departnient  should  be  allowed  to  do  what  other  depart- 
ments have  done.  The  intellectual  excellence  and  reputation  of  the 
Military  Academy  in  certain  departments  have  been  greatly  promoted 
by  the  fact  that  in  those  departments  the  professors  have  beeji  allowed 
to  bring  up  theii'  subjects  in  their  own  way,  without  interference  from 
below,  above,  or  around  them  ;  while,  at  the  same  time,  the  subjects  have 
neither  bt^en  changed  nor  exi)ected  to  change. 

With  the  materiid  now  admitted  to  the  Academy,  I  think  it  would  be 
practicai»le  to  laise  the  standard  of  admission  so  far  as  to  recpiire  au 
elementary  knowledge  of  gratumar  and  geography. 

[The  i)rofessor  here,  at  the  request  of  theOoninjission,  gave  a  detailed 
explanation  of  a  portion  of  the  text  books,  employed  in  his  depart- 
ment, of  the  system  of  instrnction  pursued,  the  arrangement  of  the 
programme,  &c.J 

I  do  not  tiiink  that  the  i)ui)ils  have  been  at  all  overburdened  by  the 
ethical  course,  except  in  peculiar  cases,  which  have  been  at  ouce 
remedied.  The  difficulty  of  carrying  out  the  programme  I  have  pro- 
pose<l  has  been  somewhat  increased  by  obstacles  that  have  existed  dur- 
ing the  past  year  in  the  way  of  having  certain  exercises  added  to  the 
■course. 

The  method  of  writing  compositions,  by  which  the  ])U|>il  is  left  to 
select  his  own  subject  and  handle  it  in  his  own  way,  is,  I  thiid<,  defect- 
ive. The  writer  is  apt  to  throw  together  a  mere  collection  of  truisms. 
The  plan  of  seating  the  pupils  at  desks  and  giving  them  ideas  to  para- 
phrase is  a  good  one,  but  to  take  a  thought  and  put  it  into  various  forms 
requires  previous  knowledge  of  language,  synonyms,  &c. 


120  MILITARY    ACADEMY    AT    WEST    POINT, 

I  do  not  think  it  uo'iM  be  well  to  put  all  of  tlu'  lOii^^lisli  studies  into 
t'.ie  last  year.  The  cadets  rt'(|uire  the  avHsistance  ot  th»\se  studies  \\\ 
earlier  parts  of"  the  cours*'.  The  study  of  etyniolof-'y,  for  example,  ii> 
tlie  first  year,  {jives  a  readiness  in  a(*(]uirin<;  French  an<l  S|)anisli.  Sup- 
pose even  that  the  {iranunar  lias  l»een  studied,  and  the  derivation  of 
words  understood,  and  the  l>asis  thus  laid,  durinjr  the  lirst  year,  of  a 
kno\vleil<;e  of  hinjjuajjce,  and  then  the  course  of  l'2n<;Iish  be  dropped 
until  tlie  last  year,  law,  lo<iic,  ^eojjraphy,  histoiT,  composition,  prac- 
tical ethi(;s,  &c.,  would  be  crow<led  into  that  year,  and  while  irni>ortant 
studies  would  have  to  be  slighted,  the  course  during  other  years  wotdd 
lose  the  advantages  that  would  be  derived  from  couteniporary  pjuglish 
studies.  lu  regard,  too,  ^o  the  cultivation  of  style,  taste,  &c.,  more  can 
be  d(M)e  in  a  little  time,  where  there  is  a  continuity  of  ai)plication  from 
day  to  <iay,  than  where  there  is  a  great  amount  of  concentrated  study. 
It  is  different  with  the  pursuit  of  the  exact  scitMices. 

1  do  not  know  but  that  the  assistant  instructors  might  teach  in  dif- 
ferent departments  to  iv^lvantage.  In  the  ethical  department  special 
<',are  sh(»u.d  be  taken  to  select  instrui-tors  with  a  view  to  their  peculiar 
titnessfor  the  position,  their  moral  (lualities,  &c. 

It  has  been  niy  constant  endeavor  to  urge  uin)n  my  assistants  to  in- 
crease, so  far  as  possible,  the  number  of  written  exercises  to  be  prei>are(l 
by  the  cadets,  in  their  study  of  grammar.  »S:c. 

I  do  not  consider  that  the  Military  Academy  can  be  said  to  rest  upoi» 
a  permanent  basis  till  the  subjects  of  study  are  fixed  by  law.  In  regard 
to  the  methods  and  details  of  instruction,  I  should  leave  large  discre- 
tion to  the  academi'*,  authorities.  The  changes  that  have  been  jiassed 
through,  the  unsettling  of  the  minds  both  of  instructors  and  pupils  that 
have  resulted,  have  shown  the  necessity  for  some  fixed  system.  I  im- 
agine that  there  are  few  institutions  in  the  world,  of  a  similar  char- 
acter, that  are  subject  to  such  sudden  and  entire  changes  in  the  branches 
taught.  I  think  that  Congress  might  even  prescribe  the  particular 
years  during  which  s[)ecifie<l  studies  should  be  pursue*!,  but  without 
restricting  the  professor  in  the  selection  and  i)reparatioJi  of  his  text 
books.  A  possilnlity  of  change  could  be  left,  by  [)roviding  that  at  the 
expiration  of  a  certain  number  of  years,  say  ten  or  fifteen,  a  board 
should  be  convened  to  examine  the  course,  and  jiropose  auv  desirable 
changes  which  might  then  be  made  either  by  Congress  or  by  the  Execu- 
tive. 

As  regards  the  effect  of  the  discipline  upon  the  morals  and  tone  of  the 
cadets,  1  think  the  present  system  is  a  good  one.  It  is  better  to  have 
no  esi>ionage,  to  rely  U|)ou  their  honor;  but  if  they  commit  wrong  and 
deserve  punishment,  let  the  i)umshment  certainly  follow.  It  would  not 
be  well,  I  thiidv,  to  have  the  regulation  restored  requiring  [jrofessors 
and  instructors  to  report  all  offenses  that  they  may  happen  to  witness. 
The  present  system  is  an  admirable  one,  much  better  than  that  pursued 
formerly.  If  a  professor  were  now  to  see  any  gross  violation  of  morals 
he  would  call  attention  to  it.  Where  morals  are  not  concerned,  1  think 
the  authorities  may  see  too  much.  There  should  be  no  appeal,  it  seems 
to  me,  from  the  Sujierintendent  to  his  subordinates,  such  as  is  now  per- 
mitted. 

As  regards  the  duties  of  chaplain,  I  shouhl  say,  generally,  that  they 
should  not  be  connected  with  too  many  professional  occupations.  On 
the  other  hand,  if  the  chaplaiu  has  not  some  intellectual  labors,  the 
l)Osition  may  be  made  the  object  for  constant  competition  by  persons 
of  different  denominations.  It  has  been  thought,  too,  by  some  prac- 
tical  men,  that   the   professional  duties   prevent   him   from    being  so 


MILITARY    ACADEMY    AT    WKST    POINT,  121 

absorbed  in  his  theological  studies  as  to  be(!onie  fanatical,  or  from 
attemi)tiiig  to  give  himself  promineiiee  by  a  course  intended  to  impress 
those  of  his  own  persuasion.  If  the  cha|)lain  were  i)ermanently  post 
chaplain,  and  had  no  professional  labors,  he  might  arrange  a  system 
of  parochial  duties  to  occupy  him,  and  the  arrangement  would  not  be 
liable  to  the  above  objections. 

The  duties  of  tlie  [)osirion  are  now  excessively  arduous.  They  involve 
an  immense  amount  of  lal)or,  for  whic^h  some  relief  should  be  afforded. 
The  ethical  course  might,  perha|)s,  be  divided,  though  the  different  parts 
are  so  intimately  connected  that  it  would  be  difficult  to  separate  them. 
It  ndght  give  the  requiied  relief  to  have  an  assistant  chaplain  to  ad- 
mi;iister  parochial  duties. 

I  have  observed  nothing  in  the  cadets,  after  they  have  been  here  four 
years,  to  indicate  a  weariness  of  study  arising  from  the  length  of  the 
course. 

The  j)resent  rule,  limiting  the  age  for  admission  to  the  Academy,  I 
think,  on  the  whole,  the  liest  that  could  be  adopted. 

Tlie  s.Nstem  of  rewards  for  good  conduct  and  high  standing  is  now  so 
great  that  its  effect  might,  i)eihaps,  be  weakened  by  introducing  many 
others.  I  believe,  however,  that  it  would  have  an  excellent  influence  to 
bestow,  for  superior  merit  in  particular  branches,  such  as  composition, 
foi'  exaujple,  medals  to  be  worn  as  a  part  of  the  uniform.  These  would 
incite  young  and  military  minds  to  the  highest  efforts. 

First  Lieutenant  S.  V.  Beket,  Ordnance  Department,  assistant  pro- 
fessor of  ethics,  was  called,  and  in  reply  to  the  questions  pro[>osed  by 
the  Commission,  states  as  follows: 

The  course  of  ethical  studies  is  too  much  expanded.  Four  years  are 
nov/ devoted  to  it.  These  could  be  reduced  to  three  by  suppressing  the 
studies  of  logic,  prefixes  and  suffixes,  juactical  eihics,  and  the  greater 
part  of  moral  science,  and  tjie  history  of  philosoitliy.  The  course  of 
rhetoric,  1  thiidv.  shouhl  be  reduced  one-half. 

The  tilth  class  should  be  confined  to  the  study  of  grammar  and 
geogra|)hy,  and  reading  and  writing;  the  latter  from  dictation.  The 
fourth  class  may  l)e  taught  ihetoiic,  nior.d  science,  and  history;  the 
first  class,  international,  constitutional,  and  military  law,  and  such  por- 
tions of  history  as  were  not  mastered  by  the  fourth  class  and  the  time 
will  permit. 

1  think  the  study  of  moral  science  and  pra(;tical  ethics  does  more 
harm  than  good.  The  cadets  dislike  it,  consider  it  a  task,  and  in  the 
end  conceive  a  disgust  for  tlie  subject  that  will  disincline  them  from 
ever  taking  it  uj)  tor  examination  in  future. 

A  very  defective  i>lan  is  followed  in  teaching  com])osition.  I  would 
suggest,  for  the  fifth  class,  mere  reading  fur  the  pronunciation,  &c.,  and 
writing  from  dictation  to  correct  spelling,  punctuation,  »!cc.  The  fourth 
class  should  be  exercised  in  wiiting,  in  their  own  language,  some  para- 
gra|)hs  dictate<l  by  the  instructor.  This  plan  would  also  give  the  latter 
a  more  sure  atul  safe  opportunity  of  marking  each  student  according  to 
his  deserts.  The  substance  of  'prefixes  and  suffixes  could  be  taugUt  to 
the  first  class  by  a  few  lectures.  Geography  and  history  should  be 
taught  as  completely  as  possible,  but  sultsequeiit  study  must  of  course 
be  depended  upon  for  a  thorough  knowledge  of  these  subjects.  It 
would  result  in  the  greatest  benefit  to  give  the  cadets  practice  iu  writ- 
ing by  prejKiring  memoirs  of  campaigns. 

For  the  benefit  of  the  institution  the  standard  of  a<linission  should 
be  raised,  but  Cimgress  is  the  best  judge  of  the  standard  of  common- 


122  MILITARY    ACADEMY    AT    WEST    POINT. 

school  iiistructiou  in  dilferent  sections  of  the  country,  and  their  judg- 
ment must  jjuide  in  this  matter. 

In  resptMtt  to  deJicient  cadets,  legishition  should  fix  the  decision  of  the 
Academic  I'ntard  as  tinal. 

At  -I  p.  m.  the  Commission  adjourned,  to  meet  at  10  a.  m.  to-morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers,  Secretari/. 


West  Point,  Kew  York, 

Avgmt  17,  18G0. 
^^IThe  Commission  met  at  10  a.  m  :  Present,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane;  the  secretary  present.     The  proceedings  of 
yesterday  were  read. 

First  Lieutenant  John  T.  Greble,  Second  Artillery,  acting  assistant 
juofessor  of  ethics  at  the  Academy,  was  called,  an(l  in  rei)ly  to  ques- 
tions proposed  by  the  Commissior),  stated  as  follows: 

Have  been  engaged  in  teaching  logic,  history  of  idiilosophy,  and 
moral  science.  Enough  time,  I  think,  is  given  to  these  studies.  A 
majority  of  the  cadets  appear  to  have  studied  grammar  before  entering 
the  institution,  though  few,  I  think,  liave  a  clear  comprehension  of  it. 
I  believe  that  the  study  of  pretixe§  and  suffixes  is  advantageous.  It 
facilitates  a  knowledge  of  the  meanijig  of  words,  and  takes  the  place, 
to  a  certain  extent,  of  a  knowledge  of  Latin  and  Greek.  It  is  not  nec- 
essary to  have  studied  those  languages  to  understand  it.  Some  take 
an  interest  in  it,  and  some  do  not.  It  is  a  new  method  of  instruction, 
and  its  intrcMhiction  of  course  attended  with  difficulties. 

I  think  tile  study  of  logic  necessary;  mathematics  cannot  su])ply  its 
place.  Logic  applies  to  all  reasoning,  while  mathematics  deals  only 
with  facts;  an<l  1  believe  rather  cramps  than  expands  the  mind. 

1  have  not  seen  any  distaste  exhibited  for  the  study  of  moral  science. 
The  recitations  are  generally  very  good.  The  course  of  practical  ethics 
needs  some  modification.  At  present  there  is  a  certain  amount  of  repe- 
tition in  it.  It  would  not  be  so  well  to  teach  it  from  lectures.  Cadets 
learn  much  better  from  books.  It  would  be,  I  believe,  a  decided  injury 
to  the  Academy  to  omit  the  ethical  course. 

Professor  D.  II.  Mahan,  of  the  United  States  Military  Academy,  was 
called,  and  in  re[)ly  to  (jiiestious  proposed  by  the  Commission  stated  as 
follows :  • 

The  courses  of  mathematics  and  mechanics,  as  now  taught  at  the 
Academy,  are  sufficient  to  enable  cadets  proficient  in  them  to  master 
the  course  of  engineering.  In  my  own  case,  I  found  that  I  was  able 
to  acquire  the  courses  of  applied  mechanics  without  difficulty  at  the 
school  of  Metz,  after  having  passed  through  the  mathematical  and 
mechanical  courses  at  this  Academy,  and  the  latter  courses  have  beeu 
of  late  years  much  imi)roved. 

I  cannot  say  wliether  the  studies  of  mineralogy  and  geology  are  car- 
ried sufficiently  far.  They  now  follow  the  study  of  engineering,  though 
I  think  they  should  j»recede  it.  The  preparation  in  the  course  of  chem- 
istry I  have  lound  to  be  adequate. 

Have  no  sui)ervision  over  the  instruction  in  practical  engineering, 
but  believe  that  it  would  be  better  for  the  instructor  in  that  depart- 
ment to  be  the  assistant  of  the  engineering  professor,  in  order  to  liave 
a  CO  ordinate  instruction,  and  avoid  repetition.     An  economy  of  time 


MILITARY    ACADEMY    AT    WEST    POINT.  123 

would  thereby  lie  promoted.  The  cadets  have  as  ruucb  practical  in- 
struction in  »'n<;iiieerin;i'  as  can  well  be  given  at  this  place.  Tue  course 
of  military  enyiiu'eriny  now  pursued  here  is  as  extensive  as  that  given 
at  Mttz,  the,  special  scliool  in  France  tor  that  object,  and  much  more 
enlarged  than  at  the  minor  schools.  It  would  be  very  well  for  all  the 
graduates,  if  possible,  to  attend  for  a  year,  or  for  a  few  months,  at  least, 
a  school  of  practical  field  eugineenng  where  they  could  become  familiar 
with  all  of  the  operations  that  they  miglit  snbsequently  be  required  to 
perform,  but  there  is  not  time  for  such  instruction  at  the  Aeailemy. 
The  engineering  knowledge  most  necessary  to  graduates,  is  generally, 
I  think,  retained.  That  part  of  the  course  is  a  favorite  study  with  most 
cadets. 

An  important  change  has  recently  been  made  in  my  department,  by 
trausferriug  from  it  the  study  of  grand  tactics,  strategy,  &c.  The  in- 
struction in  attack  and  defense  is  still  retained.  Castrametation  in  its 
more  restricted  sense,  belongs  to  my  course ;  in  its  more  extended 
branches  to  the  course  on  strategy.  The  whole  subject  of  sea-coast 
defenses  must  come  into  my  course.  The  operations  of  campaigns  form 
a  part  of  the  other.  In  teaching  Held  fortifications,  I  ref^r  to  their  ap- 
pli(;ations  in  can)piigns;  but  this  does  not  interfere  with,  the  other 
course,  nor  occasion  repetition. 

The  frequent  changes  made  in  the  detail  for  Commandant  may  render 
it  ditticult  always  to  have  in  that  position  a  person  competent  to  teach 
the  subjects  of  strategy,  military  history,  &e.  If  the  Commandant  has 
not  been  a  reading  man,  nor  i)repare(l  l)y  previous  study,  the  course 
would  suffer.  The  ofticer  who  would  make  the  best  coiuniandant,  miglit, 
from  liaving  been  on  active  service,  witliout  opportuiiiries  for  study,  be 
deficient  in  tlie  i)roper  requirements  for  an  instructor,  and  find  him- 
self, on  assuming  his  position,  so  trammeled  i)y  other  duties  as  to  be 
unable  to  master  the  course,  and  be  qiuUified  to  teach  it  thoroughly. 
I  have,  therefore,  thought  that  it  would,  [lerhaps,  have  been  better  to 
keep  the  course  of  strategy,  &c.,  in  the  department  of  engineering. 
The  professor  of  engineering  has  a  more  permanent  position  ;  his  duties 
are  cognate,  and  he  would  almost  necessarily  be  (jualified  to  give  in- 
struction in  this  course. 

The  api)lication  of  mechanics  to  machines  is  not  taught  to  the  whole 
class.  It  was  attempted  to  teach  it  to  all,  and  if  t'.ie  fi'.e  years'  term  is 
continued  each  section  will  study  it  ;  the  higher  sections  by  the  analyt- 
ical and  the  lower  by  the  geometrical  method. 

I  will  sometimes  apijear  that  a  cadet  has  not  sufficient  kmiwledg*^ 
of  mathematics  to  pursue  the  study  of  mechanics  pro[>erIy  ;  sometinu^s 
that  he  does  not  know  enough  either  of  matheumtics  or  mechanics  to 
master  the  course  of  engineeiing;  but  the  cases  are  exceptional,  and 
arise  frou:  different  causes — from  peculiarities  of  mind — froui  an  im- 
perfect method  of  study — from  a  habit  of  meniorizing  the  lessou — from 
not  having  the  text  books  to  refer  to,  or  neglecting  to  resort  to  them. 
From  proficiency  in  mathematics  one  can  nearly  always  foresee  the  i)ro- 
ficieucy  in  engineering. 

JMy  course  includes  instruction  in  artillery,  so  far  as  it  relates  to 
attack  and  defense  of  places,  iin<l,  therefore,  embraces  certain  details 
regarding  the  description  and  caliber  of  guns  enijdoyeil,  the  i)rojectiles 
used,  &c.  Engineering  and  artillery  are  too  intimately  connected  in 
8uch  operations  to  be  separated. 

The  system  of  conducting  the  examinationsby  persons  not  connected 
with  the  A(Mdemic  li)ard  wo'ild  be  liable  to  soaie  defects.  It  would  be 
apt  to  confuse  a  young  man,  and  not  give  a  fair  idea  of  his  iirotioieucy. 


124  MILITARY    ACADEMY    AT    WKST    POINT. 

1  liiivo  soinetiraes  tlioii^ijlit  tliat  a  final  examination  upon  tlie  g^eneral 
principles  ol'  the  whole  (ronrse  would  be  a  surer  test  of  proli('ien(ry  ami  a 
fairer  way  ot  »lelei  uiinin;;'  ^i-a(luatiiiy:stan(lin<j  than  the  present  inethoti. 
1  proposed  once  such  a  system  to  Colonel  Thayer,  but  he  thou<i[ht  it  wa.s 
open  to  some  objections,  and  the  tnatter  was  dro|>ped. 

The  |ue.sent  text  books  are  sui)eiior  to  those  formerly  in  use.  They 
are  eleaier  and  much  easier  to  study ;  but  I  am  not  sure  that  this  lias- 
not  lowered  the  mental  stainlard  ot  cadets.  They  can  readily  ac(iuir(» 
their  lessons  so  as  to  recite  upon  them,  and,  by  crammiiif^,  make  j;oo(i 
recitations,  without  ac(juiriiig  a  permanent  knowled<;e  of  tlie  jjrincJples 
of  the  course. 

The  i)roj;ress  of  improvement  is  kept  pace  with,  and  the  course  cor- 
respondiufjly  expanded  by  providing  models,  drawings,  &<;. 

The  subjects  of  study  at  the  Academy,  ami  the  amount  of  time  to  be 
given  to  each,  should,  I  thiid«,  be  fixed  by  law.  Whatever  can  be  re- 
gar(b'd^is  well  establislied  should  be  a  matter  for  legislation.  Nothing 
essential  should  be  left  to  the  caprice  either  of  the  Secretary  of  AVar. 
of  the  Chief  iMigineer,  or  of  the  professor.  Changes  could  be  made,  if 
desirable,  at  the  recommendation  of  a  i)ermanently  organized  commis- 
sion. The  professor  should  arrange  a  course,  select;  text  l)ooks,  ,!v:c., 
which  could  be  submitted  for  the  approval  of  the  commission  and  the 
Secretary  of  AVar.  The  c»)urse  once  airanged.  should  not  be  susceptible 
of  change,  except  by  the  concurrence  of  the  Attademic;  Board,  the  com- 
mission, and  the  Secretary  of  War.  I  would  not  confine  the  commis- 
sion exclusively  to  the  Army. 

The  relative  [lower  ot  acquiring  by  the  algebraical  and  geometrical 
methods  depends  upon  the  mind  of  the  individual.  1  think  the  alge- 
braical u)ethod  is,  as  a  general  rule,  more  easily  applied  by  the  cadet.s 
than  the  other.  Six  our  ot  seven  will  select  it  for  solving  a  problem. 
As  far  as  development  of  mind  is  concerned,  I  think  the  geometrical 
method  best.  A  geometrical  diagram  is  of  the  greatest  assistance  in 
the  understanding  of  the  ai)plieil  mathematics,  as,  for  example,  in  statics. 
I  believe  that  the  luesent  course  at  tiie  Academy  is  about  the  best  we 
could  have.     It  is  a  mixed  method  of  instruction. 

The  defect  of  our  course,  as  a  whole,  is,  perhaps,  that  we  are  rather 
too  abstract,  and  that  there  is  not  sutiicieut  application  of  the  theory 
and  principles  that  are  taught. 

[The  professor  here  read  the  following  (quotation  from  a  report  by 
Poisson,  taken  from  page  41,  "  Rapport  sur  I'enseignement  de  I'l^cole 
Polytechnique,"  by  a  commission  appointed  in  July,  1850:] 

''  Cette  ann6e,  les  examens  m'ont  i)aru  beaucoup  ))lus  faibles  que  les 
n  L^es  prec6dentes.  Le  tiers  des  Aleves  ii'out  fait  (jue  des  reponses  a 
peu  pres  nulles  ou  insignifiantes.  En  general,  ceux  qui  ])arviennent  a 
demontrer  les  pro|)ositions  n' en  ente tide nt  ce pendant  pas  bien  le  veritable 
sens;  ainsi,  ))ourn'en  citerqu'un  exemple, beaucoui)  d'eleves  demontrent 
le  princi]»e  des  forces  vives,  sans  meme  pouvoir  en  donner  un  enonce 
exact,  et  surtout  sans  en  com  prendre  I'usage  et  I'application  aux  ma- 
chines. C'EST  UN  DEFAUT  CAPITAL  DE  l'ENSEIGNEMENT,  QUE  LA 
SIGNIFICATION  DES  THEOREMES,  QUI  DEVRAIT  SERVIR,  DANS  L'ESPRIT 

DES  Aleves,  aux  demonstrations,  est,  au  contraire,  db  qu'ils 

SAVENT  LE  MOiNS.  Dans  la  mecanicpie,  IL  NE  FAUT  RIEN  LEUR  DE- 
MANDER  EN  DEHORS  DES  FORMULES,  ET  RIEN  NON  PLUS  SUR  LA 
MANIERE   DE   LES  CONVERTIR  EN  NOMBRES.      ILS  NE  SE  FONT  AUCUNE 

id1i;e  des  diverses  quantiies  qu'elles  renferment;  j'ai  deja 
plusieurs  fois  siguale  ce  jirave  inconvenient."     *     *     * 

''  Mon  ()i)inion  bien  arretee,  maintenant,  est  que  les  MATii:RES  de 


MILITARY    ACADEMY    AT    WEST    POINT.  125 

L'ENSEIGNEMENT  en  MECAMQUE  ET  en  ANALYSE  SONT  TROP  ETEN- 
DUKS  relativement  au  pen  de  temps  qun  les  cleves  peuvoiit  coiisaciiT  -X 
cette  ctiule,  et  qm"  tie  la.  vieiit  LE  PEU  DE  PRE(!isioN  ET  DK  uealitiiJ 

DES   C0NNAISSAIS(;ES    QU'ILS    ACQUli>illENr,  ET    LA    RAPIDITE    AVEG    LA 

<3UELLE  ILS  our>LiENT  CE  QU'iLS  OXT  APPius.  M((is  c'est  au  couseil 
a' Inst  ruction  a  prendre  I'initiative  dans  les  clianf,^eiueiits  qii'il  serait 
utile  «le  t'aire,  et  je  propose  d'appeler  son  attention  le  plus  tot  i)()ssible 
sur  ixt  ohjat,  le  plus  important  et  le  plus  uryent  dont  on  puisse  s''occuper.^^ 

I  consider  these  views  of  M,  Poisson  to  some  extent  appliealtle  to 
parts  ot  the  analogous  courses  at  this  insfitntiou. 

As  to  the  selection  of  Superintendent,  tlu-re  are  some  a<lvantages  in 
contining  it  to  the  Corps  of  Engineers.  One  cor{)s  is  held  directly  re- 
sponsible for  and  its  credit  depen<ls  upon  the  fitness  of  the  incum- 
bent. The  head  of  the  corps  will  of  course  endeavor  to  select  the  best 
man  for  the  position.  The  Corps  of  Engineers  has  been  made  up  from 
the  highest  order  of  talent.  Unless  the  samegiuiiantees  were  given  that 
are  had  at  present  (that  the  best  individual  would  always  be  selected), 
and  the  choice  kej)t  tree  from  extraneous  influences,  I  would  not  advise 
a  change.  The  field  of  selection  might  i»e  enlarged,  so  as  to  embrace  the 
three  scientific  corps,  the  two  Corps  of  Engineers  and  Ordnance,  with- 
out the  above  objections.  No  one  is  likely  to  go  into  those  cori)s  but  a 
graduate  of  distinguished  scientific  acquirements,  and  none  other  would 
be  so  likely  to  ai)iueciate  the  relation  bet\\een  the  scientific  course  of 
instruction  and  the  military. 

I  uould  confine  the  seli'ction  of  iuofe>«sors  to  officers  of  the  Army. 
Plave  always  thought  it  a  niistake  to  comix'l  officers  api»ointed  to  i)ro- 
fessorshi|)s  to  resign.  The  sfhools  of  Euiope  have  a  gieat  advantage 
over  us  in  this  respect.  This  Academy  is  a  military,  and  not  a  scientific 
institution.  A  captain,  or  even  a  lieuteiumt,  might  be  selected,  who 
«houhl  remain  a  certain  time  and  theu  go  back  to  the  Army.  There 
should  be  a  fixed  time,  longer  than  which  au  officer  should  not  be  al- 
lowed to  remain.  I  would  exclude  all  citizens  from  professorships. 
The  very  distinguished  qualifications  which  alone  would  seem  to  desig- 
nate some  particular  person  as  particularly  qualified  for  the  [)Ositiou  it 
would  not  be  essential  for  a  professor  here  to  possess.  'Even  the  pro- 
fessorshi[)s  of  languages  could,  [  think,  be  well  tilled  from  the  Army. 

There  is  no  couise  at  the  Academy  carried  furti)er  than  is  necessary 
to  make  a  good   engineer,  though   I   believe   that   they  are  carried  far 

€UOUgh. 

The  selection  ot  the  assistants  should  be  left,  as  far  as  possible,  to  the 
professors,  who  shoidd  be  held  respcuisible  for  the  proper  instruction. 
This  is  necessary  to  iusuie  harnumy  in  the  department.  If  the  pro- 
fessoi's  first  choice  cannot  be  detaih'<l,  theu  let  the  second  be,  and  so 
on,  but  no  one  should  ever  be  appointed  who  has  not  been  applied  for. 
All  of  the  assistants  shouM  be  on  the  same  footing  as  ngards  pay. 
Their  duties  and  respousihilities  are  the  same.  They  should  l)e  notified 
that  they  are  to  be  detailed  as  assistants  six  months  or  a  year  before 
they  are  require<l  to  rejjort.  Almost  every  graduate  of  good  mind  will 
make  a  good  instiiu;tor. 

The  "  four  years' ride  "  I  consider  an  admirable  one.  It  gives  suflS- 
cient  time  for  imprt)veinent  and  ac<iiii^ition,  and  does  uot  allow  oflicers 
to  l)e  here  so  long  as  to  lose  their  soldierly  feeling.  A  large  number  of 
the  graduates  are  reeducated,  in  a  measure,  by  this  system  of  fie(iiu.nt 
rotaion. 

1  think  that  (punters  at  the  po.»t  shouhl  be  selected  according  to 
Army  lank.     Everything,  indeed,  at  the  Academy  should  be  goverued 


120  MILITARY    ACADEMY    AT    WKST    POINT. 

li\tli«'   (Miliiiaiy  Army  rules.     This   is  tlie  only  systiMn    that  will  give 
gt'iu'ral  satisfaction. 

1  rliiiiU  it  was  a  wise  nieasnr*'  to  take  from  the  SMjiorintciMlont  the 
j)Ower  to  order  a  professor  lo  instruct  and  hear  the  lecitations  of  a  ))ar- 
ticular  section.  Tlie  class  i,-  much  better  and  more  uniformly  taught  if 
the  juolcssor  does  not  have  a  special  section.  It  is  unfair  to  tlie  sections 
whom  he  does  not  instinct,  whih'  at  the  same  time  he  is  debarred  from 
trainiiii;  and  ^icttinji  a  knowledge  of  his  assistants.  On  the  same  i)rin- 
ciple  it  would  be  as  well  to  assign  the  coloiud  of  a  regiment  to  the 
charge  a  particular  (!omj)any. 

Our  ex[)erience  is  opposeil  to  the  practice  of  restoring  dismissed  ca- 
dets to  the  Acailemy.  Few  cases  turn  out  well.  The  decisions  of  the 
Academic  Board,  i)arti<;ularly,  shouKl  never  be  reversed.  In  respect 
10  the  sentences  of  courts-martial,  tliere  maj'  be  a  gieat  latitude.  The 
questions  involved  are  ditierent.  The  order  allowing  delinquent  cadets 
to  a|)peal  from  the  Superintendent  to  the  Academic  Board  has  much 
the  same  effect  as  to  permit  a  soldier  to  appeal  from  his  captain  to  the 
lieutenant.     It  is,  I  think,  entirely  subversive  of  military  discipline. 

The  system  of  counting  deujerits  in  making  outclass  standing  operates 
well.  It  improves  dis(;ii)line,  and  gives  the  cadets  habits  of  subordina- 
tion and  order  essential  to  the  education  and  character  of  a  soldier. 
"Without  it,  I  think  matters  at  the  Academy  would  tall  into  a  loose 
train.  The  recent  order  striking  ott  demeiit  in  cases  of  trial  by  a  court- 
martial  where  the  accused  is  found  guilty  is  wiong,  and  founded  upon 
a  misapprehension.  Demerits  are  not  given  as  a  punishment,  but  from 
the  record  from  which  a  cadet's  standing  in  conduct  is  maOe  out. 
The  record  is  not  accurate  when  it  does  not  take  into  account  the 
grave  ott'enses  which  a  cadet  may  commit. 

I  know  of  nothing  left  undone  to  maintain  a  high  tone  and  moral 
standing  at  the  .\cademy.  I  know  of  no  changes  in  oigauization  or 
regulations  that  would  improve  them. 

The  present  method  of  assigning  graduates  to  corps  is  perhaps  the 
best  that  could  be  devised.  Without  something  for  young  men  to  work 
up  to,  there  would  be  little  ambition,  and  the  standard  would  at  once 
be  lowered.  1  think  that  staft  officers  should  serve  with  troops  for  a 
while  after  graduating. 

There  would  be  no  objection  to  combining  into  one  corps  the  two 
Corps  of  Engineers  and  the  Ordnance  Department,  except  that  where 
specialties  are  concerned  it  is  well  to  keep  up  special  organizations. 
The  English  i)lau  of  combining  the  artillery  and  engineers  has  not 
worked  well. 

If  a  competent  person  could  be  obtained,  I  think  it  would  be  better 
to  have  but  one  professor  for  the  Spanish  and  French  departments. 
There  would  then  be  a  uniformity  in  the  methods  ot  instruction  in  the 
two  languages  that  would  result  in  advantage  to  both  departments. 
There  would  be  no  more  labor  re<iuired  of  the  professor  than  now  de- 
volves upon  him.  The  professor  of  mathematics  has  two  classes  to 
superintend.  For  the  purposes  of  this  school,  I  do  not  regard  it  as  iu- 
disi»eiisable  that  the  juofessor  of  F'rench  or  Si)anish  should  be  a  native 
of  France  or  Spain.  The  sections  have  been  as  well  taught  by  otifteers 
of  our  own  countiy  as  by  foreigners. 

Caj)tain  J.  G.  Benton,  Ordnance  Department,  instructor  in  ordnance 
and  gunnery  at  the  Academv,  was  called,  and,  in  reply  to  question* 
proposed  by  the  Commission,  stated  as  follows: 

The  j)resent  organization  and  arrangement  of  my  department  is,  I 
hink,  a  good  one.     The  sciences  of  ordnance  and   gunnery  should   be 


MILITARY    ACADEMY    AT    WEST    POINT.  127 

taught  by  one  person.  There  is  a  close  relation  betweeu  the  subjects. 
To  the  ordnance  officer  it  is  indispensable  to  understand  the  i)rinciples 
of  the  scit^nce  of  gfunnery.  The  theory  ot  piojt'ctilis  Ix'lonus  to  all 
arms  to  some  extent,  and  need  not  therefore,  necessarily,  be  tauj^ht  by 
an  artillery  officer.  The  sul>ject  of  tjunnei-y  is  intimately  connected  with 
the  use  ot  smiill  arms,  and,  it  <?iven  to  sptM-ial  departments,  would  have 
to  be  divided  among' cavalry,  artillery,  and  infantiy  officers,  which  would 
be  impracti(.'able. 

1  have  considerably  extended  the  course  in  my  department.  It  goes 
now  more  into  detail  in  regard  to  the  construction,  proof,  and  preserva- 
tion of  sm;ill-arms,  swords.  »S:e.  The  class  is  taught  also  to  (calculate 
the  strength  of  j)owder.  The  analytical  formula;  lor  this  are  somewhat 
intricate,  but  not  more  than  cadet.^can  master. 

The  text  books  have  heretofore  been  deticienr.  I  have  been  endeav- 
oring to  compile  one  that  would  be  suitable.  The  subject  of  i)rojectile.s 
is  treated  of  in  the  })hilosopliicai  course,  theoretically.  I  proi)Ose  to 
treat  it  more  practically.  At  one  time  the  course  was  taught  in  thirty* 
lessons.  Forty  live  are  now  given.  The  course  requires  sixty.  The 
subject  of  the  use  of  artillery,  breaching,  &C.,  might  be  transferred  to 
the  artillery  course. 

Here  the  Commission,  at  3  }).  m.,  acjourned  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Iyes,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  New  Youk, 

August  18,  18G0. 
The  Commission  met  at  10  a.  m.     Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.     The  secretary  present.    The  proceed- 
ings of  yesterday  were  read. 

Professor  H.  L.  Kendrick,  United  States  ^lilitary  Academy,  was 
callcil,  and  in  reply  to  (piestious  proposed  by  the  Commission,  stated 
as  follows : 

The  sul)ject  of  ores  is  treated  of  in  my  course.  They  are  referred  to 
in  chemistry,  and  more  fully  discussed  in  mineralogy.  In  chemistry 
the  principles  of  reducing  metals  are  taught.  The  lessons  are  much 
expanded  in  the  section  room  by  conversation  rather  than  by  a  formal 
lecture.  1  think  it  would  be  well  to  extend  the  course  on  metallurgy 
somewhat.  This  would  make  it  sufficient  for  the  mass  of  officers. 
Officers  of  ordnance  and  artillery  would  require  to  go  further,  and  this 
the  knowledge  obtained  at  the  Academv  would  enable  them  readily  to 
do. 

The  present  course  of  geology  would  not  enable  an  officer  to  give  more 
than  a  very  general  idea  of  the  geological  character  of  a  region  traversed 
by  him,  not  more  than  to  determine  whether  it  was  volcanic,  stratified, 
or  unstratitied,  &c.  He  would  not  be  able  to  recognize  the  particular 
epochs  of  the  strata.  It  would  be  well  to  extend  the  course,  so  as  to 
enable  the  graduates  to  describe  a  country,  to  collect  specimens,  to  dis- 
tinguish what  is  valuable  from  what  is  worthless,  &c.  Some  study  of 
human  tiuatomy,  jdiysiology,  hygiene,  would  be  desirable,  if  there  were 
time  for  it.  An  officer  shoul<l  have  a  general  idea  of  the  structure  of  a 
ujan.  Jt  would  assist  him  in  selecting  recruits.  A  knowledge  of  the 
simple  elements  of  surgery  and  mclicine  woukl  also  be  of  importance. 


128  MiLlTAKV    ACADllMV    Al     WhttT    POliNT. 

It  is  vt'i'.v  tVi<]iHMitly  the  case  tlMt  tin  ollicer  will  be  witliout  a  snr;iC()n 
I'or  a  Idii;;  tiiiic,  in  chary^e  of  c>)iisi(hM;il»le  nmnUers  of  men,  eniistaiitly 
<5Xj)os('(l  to  beinji"  woiunb'd,  as  well  as  to  beiiiy  taken  sick. 

Aiblitionnl  time  would  be  ie«iMin'(l  lor  iiistiiuMion  upon  this  !>ubject. 
The  subjects  now  taujjht  are  already  condensed  as  much  as  possible. 

There  are  i)aits  of  niy  course,  I  tliink,  sulhciently  inteiestinj;  to  l)e 
regarded  as  more  of  a  lecreation,  and  less  of  a  task,  than  othei-  courses. 

Ju  tea<!hiuf;  {jeo'ojjy,  I  fjive  some  oral  instruction  in  physical  geojj- 
raphy,  and  subsncjiuMitly  the  latter  subject  should  be  taken  up  sei»a- 
rately. 

Peculiar  text  books  are  recjuired  for  the  use  of  cadets.  I  am  now 
arran^iu^  material  with  reference  to  the  preparation  of  a  work  on 
chemistry.  The  present  text  book  on  n)iueralogy  is  all  that  could  be 
desired.  The  chanjies  in  I  he  science  of  geology  are  so  rapid  that  it. 
would  be  more  difficult  to  j)re[)are  a  proper  book  upon  that  subject  for 
cadets.  I  think  thatchemistry  autl  the  course  of  mineralofjy  and  geology 
shouhl  be  taught  in  separate  years,  and  I  would  have  the  recitations  iu 
the  former  take  i)lace  in  the  forenoon. 

The  course  of  agiicultural  chemistry  is  an  application  of  the  knowl- 
edge acquit ed  in  other  parts  of  the  course.  The  sul)ject  is  of  great  use 
to  otiicers  iu  sele<-,ting  sites  for  posts,  supervising  the  post  gardens,  &c. 

There  is  no  text  book  on  electrics  suited  to  our  pnrijoses,  and  I  have 
Lad  extracts  taken  from  a  chemical  treatise  by  Miller,  which,  with  a[»- 
j)aratus  and  conversation  in  the  section  room,  serve  to  impart  an  idea  of 
the  course.  It  would  be  well  to  have  a  double  set  of  apparatus,  one  to 
be  handled  by  the  cadets.  The  subjects  of  heat  and  thermatics  are  not 
very  fully  treated  of  in  the  text  books,  but  the  want  is  made  up  by  con- 
versation. Meteorology  is  not  i»rofessedly  taught,  but  constantly  comes 
up  in  connection  with  other  sul)jects  in  my  course. 

Idonotthink  that  graduates  whoenter  thelineof  the  Army,  as  agcneral 
3'ule,  pursue  their  studies.  I  attribute  this,  uot  to  weariness  produced 
by  excessive  study  here,  but  to  the  want  of  incentive  to  exertion.  The 
otiicers  of  the  medical  corps,  who  are  subjected  to  exau)inations  for  pro- 
jDotion,  keej)  uj)  their  studies.  Other  otiicers,  whether  they  study  or 
whether  they  do  uot,  arrive  at  the  same  result.  If  a  system  of  exami- 
nations for  promotion  were  established,  I  do  not  tliink  that  they  should 
be  veiy  severe.  Many  officers  serving  on  the  frontier  have  no  time  for 
study,  but  gain  much  practical  knowledge  ;  while  those  at  eastern  sta- 
tions acquire  ]nu(th  knowledge  that  the  others  do  uot,  but  might  be 
nnich  less  competeat  to  takn  command  of  troops  iu  active  service.  It 
would  be  difllcult  to  determine  the  relative  i)roticiency  of  different  offi- 
cers. It  is  often  quite  impracti(;able  for  those  at  remote  i)0sts,  when 
weary  after  a  hard  scout,  to  attend  to  their  various  garrison  duties  ami 
<levote  any  time  to  study.  Promotion  should  take  place  by  j)roticiency 
only,  and  in  older  of  seniority,  and  officers  of  the  respective  arms  should 
alone  be  trusted  to  decide  upon  the  |)roticiency  of  the  candidate  for  pro- 
motion in  their  particular  arm.  Examiuatious  should  take  [)lace,  I 
think,  only  as  high  as  the  rank  of  capaiii. 

At  one  time  I  thoughtit  would  be  well  toeulargethe  tield  of  selection  for 
Superintendent.  Since  serving  iu  the  Army  I  iiave  changed  my  views. 
It  is  an  advantage  to  have  one  corps  res[)oiisible  lor  the  i)roper  admin 
istration  of  the  Academy.  The  system  has  ct^jtaiuly  worked  well  thus 
far,  and  I  do  not  believe  that  there  will  beany  difliculty  in  getting  good 
^Superintendi'uts  trom  tlie  Engineer  Cori).s  hereafter.  1  think  it  well  that 
'the  Supt'rinteudcnt  should  have  the  rank  and  i)ay  of  colonel.  To  give 
(the  Commandant  the  rank  and    pay  of  lieuteuant-colouel  is  not,  iu  my 


MILITARY    ACADEMY    AT    WEST    POINT.  129 

opinion,  desirable.  The  rank  and  pay  of  a  professor  of  mathematics 
would  be  sufficient.  In  the  case  of  the  Superintendent,  there  is  a  feeling 
in  the  Corps  of  Engineers  that  would  preventanything  like  strife  for  the 
position;  but  the  position  of  Coniniandant,  being  thrown  oi)en  to  the 
whole  Army,  will  be  the  object  of  incessant  coiui)etition,  so  long  as  it  is 
accompanied  by  such  high  rank  an<l  pay.  I  would  not  have  any  posi- 
tion at  the  Academy  made  the  object  for  gaining  which  political  influ- 
ence would  be  brought  to  bear. 

I  doubt  if  it  wouhl  be  good  policy  to  exclude  from  the  Academic  Board 
all  persons  not  coming  from  the  Army,  ft  would  occasion  much  bad 
feeling,  with  no  corresponding  advantage. 

I  do  not  think  it  would  be  an  advantage  to  transfer  any  part  of  the 
course  on  ordnance  and  gunnery  to  the  artillery  department.  The  cav- 
alry and  infantry  might  claim  a  share  of  the  course  ou  equal  grounds 
with  the  artillery. 

The  present  organization  of  the  tactical  department  I  consider  a  good 
one.  I  would  have  the  position  of  Commandant  filled,  in  rotation,  by 
officers  of  the  artillery,  infantry,  and  mounted  corps.  1  would  substi- 
tute riding  for  many  of  tlie  infantry  drills,  and  take  riding  out  of  study 
hours.  There  is  now  more  time  than  necessary  devoted  to  infantry  ex- 
ercises; and  I  think  there  is  little  benefit  in  interrupting  the  studies  by 
riding,  while  there  are  many  evils.  The  cadet  has  to  dress  for  the  drill, 
attend  it,  and  change  his  dress  iii)on  his  return.  This  occupies  the  best 
part  of  two  hours ;  and  the  riding  upon  the  plain,  and  the  discussions 
about  horses,  &c.,  during  the  study  hours,  distract  the  attention  of  the 
cadets  from  their  books. 

I  believe  that  every  professor  and  instructor  would  consider  it  his  duty 
to  take  notice  of  any  grave  offense  on  the  part  of  a  cadet,  such  as  intoxi- 
cation, immoral  conduct,  &c.  It  is  the  duty  of  all  officers  to  report  such 
things,  and  a  special  regulation  is  not  required  to  make  them  do  so. 
Minor  matters — neglects  of  military  duty,  visiting,  «&c. — I  think  a  pro- 
fessor should  not  be  called  upon  to  notice. 

There  would  probably  be  a  clashing,  if  the  same  instructors  were  to 
serve  in  different  departments.  The 'professor  can  now  require  his  as- 
sistant to  study  the  course;  but  if  the  latter  bad  two  branches  to  teach 
there  might  be  a  difficulty  in  exacting  the  due  proportion  of  attention 
that  should  be  given  to  each. 

I  think  it  would  be  better  for  the  professors  to  retain  their  Army  com- 
missions, and  remain  at  the  Academy  for  a  limited  term  of  years,  not  to 
exceed  ten  or  fifteen.  There  might  be  isolated  cases  where  it  would  be 
desirable  to  retain  a  person  longer  ;  but  the  rule  should  be  fixed,  and 
not  departed  from. 

It  is  inconvenient  to  me,  and,  I  suppose,  to  all  the  other  professors, 
to  have  the  assistants  changed  ;  but  the  present  system  of  rotation  is 
good  for  the  Army.  The  instructors  rejoin  their  respective  corps  with 
studious  habits,  which  exert  a  beneficial  influence  upon  their  brother 
offi(;ers  ;  and  the  prospect  of  being  detailed  for  duty  at  the  Academy 
will  stimulate  to  the  continuation  of  study  after  graduating. 

The  Commission,  in  company  with  Professor  Kendrick,  again  visited 
and  examined  the  chemical  lecture  rooms  and  a[)paratus,  the  mineral- 
ogical  and  geological  cabinets,  &c. 

The  following  estimate  was  presented  by  Professor  Kendrick  of  the 
changes  and  additional  material  required  iu  his  department,  with  the 
probable  cost  of  the  same  : 
S.  Mis.  3 9 


130  MILITARY    ACADEMY    AT    WEST    POINT. 

For  a  new  iro<iloj;icul  room  for  recitations  and  working  cabinet, 

with  tixtiui's,  mold  riditi<;  liall  {L*.~»  by  40  feet) $500 

Kooni  for  eli'ftiical  apparatus,  in  old  riding;  ball 250 

Itnproveiuetits  in    present  chenjical  room,  and  for  heightening 

ro(»m 300 

Plates  and  (tharta,  illustrating  chemical  and  geological  phe- 
nomena  , 300 

Additional  ue»>lo,ui('al,  mineralogical,  and  paleontological  spec- 
imens for  working  cal)inet   1,000 

Necessary  additional  apparatus  in  chemistry  and  electrics J,  000 

Kearrangenicnt  ot  loom  now  used  as  geological  section  room,  so 
as  to  fit  it  for  instruction  in  practical  photography,  and  for 
materials  for  same . .    . . 700 

Mineralogical  and  geological  cabinet  of  exhibition,  illustrating 
those  sciences  generally,  and  particularly  as  seen  in  America, 
including  changes  and  fixtures  in  rooms   22,  000 

Total  amount 20,  050 

Brevet  "Second  Lieutenant  E.  B.  Carling,  Second  Artillery,  acting 
assistant  instructor  of  the  Spanish  language,  was  called,  and,  in  reply- 
to  questions  [)roi)osed  by  the  Commission,  stated  as  follows  : 

Have  been  assistant  instructor  in  Spanish  for  the  past  year.  Pro- 
fessor Agnel  was  professor  of  Spauisli  when  I  was  a  cadet.  I  learned 
then  to  read  the  language  with  facility.  Had  studied  it  a  little  before 
coming  here. 

Taking  the  average  of  the  cadets,  I  think,  they  succeed  very  well  in 
their  study  of  Spanish.  Have  had  the  second  and  fifth  sections  to  in- 
struct. The  latter  section,  of  course,  did  not  attain  so  much  proficiency. 
Had  no  op))ortunity  of  judging  of  the  relative  proficiency  in  Spanish 
and  French  of  the  class  that  I  instructed,  excepting  iu  the  examination 
hall,  when,  1  think,  they  showed  as  much  knowledge  of  one  language  as 
of  the  other.  The  methods  of  instruction  are  similar,  except  that  in 
French  Professor  Agnel  has  introduced  a  tabular  system  that  has  not 
been  adopted  in  teaching  Spanish.  My  class  were  instructed  by  that 
system  in  both  languages.  I  think  the  principles  of  a  language  are 
better  learned  by  it  than  by  any  other  that  I  am  acquainted  with. 

1  think  that  the  cadets  can  generally  read  Spanish  about  as  well  as 
French.  They  pronounce,  I  believe,  as  well  as  it  is  possible,  consider- 
ing the  time  devoted  to  the  study,  and  their  not  having  any  intercourse 
with  persons  who  speak  the  language.  The  professor's  pronunciation 
appears  to  me  to  be  very  good.  He  visits  my  section  nearly  every  day. 
Is  always  careful  to  correct  errors  in  exercises  or  iu  pronunciation. 
There  is  no  more  difficulty  iu  preserving  order  in  the  Spanish  than  in 
the  other  section  rooms. 

There  is  nothing  I  would  suggest  as  an  improvement  to  the  present 
mode  of  instruction,  except  to  introduce  the  tabular  system,  provided 
such  system  were  perfectly  arranged.  I  think  that  the  majority  of  the 
class  learn  enough  to  enable  them  to  pursue  the  study  without  an 
instructor  after  graduating.  It  would  be  desirable,  however,  to  have 
more  tin)e,  and  to  teach  the  language  more  thoroughly.  I  suppose  that 
from  one  thiid  to  one-half  of  the  class  now  learn  to  speak  well  enough 
for  the  ordinary  demands  iu  a  Si'anish  country. 

The  cadets  are  generally  interested  in  the  study  of  Spanish,  and 
regard  the  study  as  important,  knowing  that  they  will  have  occasion 
for  a  knowle<lge  of  the  language  when  on  the  frontier.     It  would   be 


MILITARY    ACADEMY    AT    WEST    POINT.  131 

better,  if  possible,  to  have  Spanish  studied  during  the  last  year,  tliat 
gra<lnates  might  leave  the  Academy  with  the  knowledge  fresh  in  their 
minds. 

At  3  p.  m.  the  Commission  adjourned  to  nit-et  at  10  a,  m.  on  Mon- 
day. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers, 

/Secretary. 


West  Point,  New  York, 

August  20,  1860. 
The  Commission   met  at   10  a.  m.     Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cuchrane.     The  secretary  })r«-sent. 

A  communication  was  received  and  read  from  Major  Alfred  Mordecai, 
Ordnance  Department,  in  reply  to  the  questions  proposed  in  the  circu- 
lar letter  of  the  18th  ultimo.     (Appended,  and  marked  Z',) 

Professor  P.  De  Janon,  of  the  United  States  Military  Academy,  was 
called,  and,  in  reply  ta-questions  proposed  by  the  Commission,  stated 
as  follows : 

I  think  that  the  time  for  the  study  of  Spanish  should  be  extended  to 
embrace  both  the  second  and  third  class  years,  or,  at  least,  that  les- 
sons should  be  given  every  day  during  the  third  class  year,  in  order 
to  allow  cadets  to  write  compositions,  have  more  practice  in  reading, 
of  which  there  is  now  very  little.  The  method  I  pursue,  that  of  Ve- 
lasquez, seems  to  me  best  adapted  to  give  a  knowledge  of  the  idioms, 
&c.,  considering  that  wo  have  not  time  to  converse  much.  There 
would  be  no  advantage,  1  think,  in  having  the  study  of  lessons  in  tlie 
section  rooms  instead  of  in  the  cadets'  own  rooms.  Have  had  no 
difficulty  with  my  section  in  exciting  an  interest  in  the  study  of  the 
language.  I  understand  French.  Have  resided  for  many  years  in 
Paris.  Often  have  occasion  to  explain  the  difterences  in  the  Spanish 
and  French  idioms.  The  knowledge  of  French  is  of  great  assistance  to 
the  cadets  in  studying  Spanish.  There  is  not  much  conversation  in 
Spanish,  except  in  my  own  section  room.  My  assistants  have  some 
diftidence  in  conversing  with  cadets.  In  my  section  room,  after  a  short 
time,  1  alwa.\s  speak  Spanish,  and  require  the  cadets  to  reply  in  the 
same.  I  should  think  that  at  least  half  of  the  class,  when  they  grad- 
uate, would  be  able  to  converse  well  enough  for  all  ordinary  purposes 
in  a  S[)anish  country.  The  pronunciation  is  generally  very  good.  I 
teach  the  pronunciation  as  laid  down  by  the  Spanish  academy  at 
Madrid. 

All  of  my  assistants  have  been  officers  who  have  graduated  at  the 
United  States  ^lilitary  Academy.  Generally  they  have  been  instructed 
by  myself. 

I  do  not  think  that  Don  (Quixote  would  be  well  adapted  for  a  text- 
book with  such  young  i)upils.  It  is  too  full  of  difficult  idioms.  Gil 
Bias  would  be  an  excellent  book  either  for  the  French  or  Spanish 
course.  It  would  not  be  well  to  have  it  in  both.  The  second  perusal 
would  be  tedious,  and  not  attended  with  as  much  advantage  as  the 
study  of  a  new  book. 

It  is  desirable  to  have  the  assistant  speak  the  language  well,  but  I 
would  prefer  to  have  n)y  assistants  Army  officers,  if  they  understand 
Spanish  pretty  well. 


132  .MILITARY    ACADEMY    AT    WEST    POINT. 

Have  li:i(l  110  occasion  to  report  any  cadet  for  disorderly  conduct 
during  the  past  year.  In  all  the  Spanish  section  rooms  the  behavior  is 
g()(nl. 

E\en  in  tlie  lowest  sections  I  think  sufficient  knowledge  of  Spanish 
is  nc(|uired  to  make  it  worth  while  to  give  the  instruction.  All  can 
read,  write  to  some  extent,  and  have  sutticient  knowledge  of  grammar, 
pronunciation,  &.C.,  to  enable  them  readily  to  pursue  the  study  without 
further  instruction. 

Professor  <le  Janon  was  notified  by  the  president  of  tlie  Commission 
that  in  consefjuence  <jf  some  statements  made  to  the  Commission  re- 
specting the  dei)arlment  of  Spanish,  several  cadets  had  been  calle<l  up 
and  questioned  regarding  the  course  of  study,  discipline,  &o.,  in  the 
Spanish  depaitment,  and  the  names  of  the  cadets  so  questioned  were 
mentioned  and  their  testimony  shown  to  him.  He  was  ;dso  asked  if  he 
desiied  that  any  cadets,  other  than  those  already  called  up,  should  be 
summoned  before  the  Commission,  and  rei)lied  in  the  negative. 

First  Lieutenant  HiFUS  Saxton,  Fourth  Artillery,assistantinstructor 
in  artillery,  was  called,  and,  in  rei)ly  to  questions  proposed  by  the  Com- 
mission, stated  as  follows: 

There  is  enough  light  artilleiy  practice  to  eiii^ble  a  graduate  to  drill 
with  a  ligiit  battel y,  although  1  think  it  would  be  well  to  have  the 
course  extended.  The  heavy  artillery  course  is  not  sufficient.  Cadets 
shon  d  be  taught  to  tire  hot  shot  and  have  practice  in  breaching,  if  there 
were  sufficient  time  for  it. 

1  do  not  think  that  artillery  exercises  in  the  latter  i)art  of  the  day 
disqualify  from  study  during  the  evening;  but,  on  the  contrary,  enable 
one  to  study  to  better  advantage.  The  course  of  artillery,  ordnance, 
gunnery,  &c.,  is,  I  think,  pretty  much  the  same  as  when  I  was  a  cadet. 
There  has  been,  I  believe,  a  general  expaiision  as  regards  most  of  the 
course  of  study  at  the  Academy.  The  study  of  theoretical  engineer- 
ing, particularly,  is  pursued  much  further  and  to  great  advantage.  The 
same  may  be  said  of  the  ethical  course,  which  is  now  very  interesting 
and  greatly  improved.  I  do  not  think  that  there  is  .any  part  of  that 
course  which  should  be  omitted  or  curtailed.  The  great  deticieucy 
among  Army  officers  has  been  as  respected  their  ethical  instruction. 

In.x auction  in  anatomy  and  surgery  would  be  attended  with  great 
advantage.  Have  sometimes  been  lor  mouths,  with  a  command,  with- 
out a  surgeon.  Have  no  doubt  but  that  a  knowledge  of  those  subjects 
would  otten  be  the  means  of  saving  life.  It  would  be  well  also,  I  think, 
for  cadets  to  understand  the  chemical  properties  of  food. 

Colonel  KiCHAiiD  Delafield,  Superintendent  of  the  United  States 
Military  Academy,  was  calle<l,  and,  in  reply  to  questions  proposed  by 
the  ('ommission,  stated  as  follows: 

I  do  not  believe  that  it  is  practicable  to  train  cadets  so  that  all  shall 
be  qnalitied  to  be  engineers.  It  would  not  be  our  policy  to  exclude  all 
that  are  even  incompetent  to  become  engineers.  The  Academy  is  no 
longer  a  school  of  engineering,  but  an  institution  for  the  purposes  of 
national  defense.  It  is  a  great  advantage,  however,  to  have  all  of  the 
cadets,  e\en  the  lowest  sections,  pursue  the  same  studies.  Our  Acad- 
emy, I  think,  in  this  respect,  has  advantages  over  any  other  militaiy 
institution. 

Officers  of  the  line,  educated  here,  can  throw  up  field  works,  make 
reconnoissances,  and  perform  all  the  sim|)ler  engineering  duties.  An 
officer  of  infantry  could  take  command  of  a  battery  of  artillery,  in  the 
event  of  all  of  its  officers  being  killed.     He  might  not  do  it  as  well  as 


MILITARY    ACADEMY    AT    WEST    POINT.  133" 

the  artillery  officer,  but  still  he  could  do  it.  Each  cadet  is  now  brought 
to  the  highest  standard  that  he  is  capable  of  attaining,  but  it  would 
not  be  well  to  have  the  standard  requisite  for  graduating  made  too 
high.     The  demands  of  our  service  do  not  require  it. 

During  peace  I  would  confine  appointments  to  the  Army  to  graduates 
of  the  Academy  atid  to  non-commissioned  officers  who  are  able  to  pass 
the  requisite  examination  for  promotion.  The  latter  furnish  a  most  use- 
ful element  to  the  service.  I  would  not  have  them,  however,  promoted 
to  a  high  rank  in  the  Army  without  further  examination. 

Here  the  Commission,  at  3.30  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  New  York, 

August  21,  1860. 
Tlie  Commission  met  at  10  a.  m.    Present,  all  of  the  members  ex- 
cepting the  Hon.  Mr.  Cochrane.     Tbe  secretary  present.     The  proceed- 
ings of  yesterday  were  read. 

A  communication  was  received  and  read  from  Captain  H.  G.  Wright, 
Corps  of  Engineers,  in  reply  to  the  questions  proposed  in  the  circular 
letter  of  the  18th  ultimo.     (Appended  and  marked  A^.) 

Colonel  Delafield,  being  present,  in  reply  to  questions  proposed  by 
the  Commission,  stated  as  follows: 

In  regard  to  the  course  of  studies,  &c.,  at  the  Academy,  I  am  ot 
opinion  that  Congress  should  legislate  to  the  effect  that  the  course  of 
studies  during  a  peace  establishment  of  the  Army  should  be  arranged 
for  four  years,  and  that  no  cadet  should  be  permitted  to  remain  upon 
the  rolls  of  the  Academy  for  a  longer  period  than  five  years;  that  the 
programme  of  studies  and  exercises  for  a  four  years'  course,  adopted  by 
the  Academic  Board  in  183-,  submitted  by  the  undersigned,  with  some 
slight  changes,  be  adopted,  and  remain  subject,  as  at  present,  to  modi- 
fications by  the  Academic  Board  until  the  creation  of  a  perm ment  com- 
mission, to  be  authorized  by  law,  which  shall  thereafter  be  the  only 
authority  competent  to  make  permanent  changes  or  alterations  in  the 
programme  of  studies  and  exercises;  the  commission  to  consist  of — 

1.  Tbe  Superintendent  of  the  Academy,  who  shall  be  appointed  from 
the  Corps  of  Engineers,  as  at  present. 

2.  Two  professors  of  the  Academy,  ^  To  be  detailed  by  the 

3.  One  instructor  of  a  practical  department,  >     inspector  of  the 

4.  One  officer  of  the  Corps  of  Engineers,  S      Academ}'. 

5.  Oneofficerof  the  Topographical  Engineers,  )  To  be  detailed  by  the 

6.  One  officer  of  the  Ordnance  Corps,  )     chiefs  of  tiiose  arms. 

7.  One  officer  of  artillery.  Chief  of  the  Artillery  Sohoo!  of  Practice,  or 

8.  One  officer  of  infantry,  ^  To  be  d^-tailed  by  Comraand- 

9.  One  officer  of  the  mounted  service,  |      ing  General  of  the  Army. 
Numbers  4   co  9,  inclusive,  to  be  officers,  not  below  the  rank  of 

captain — graduates  of  the  United  States  Mditary  Acidemy — who  shall 
have  served  in  tbat  or  higher  rank  not  less  than  eight  years  in  their 
respective  arms  of  service;  two  to  be  changed  after  each  regular  meet- 
ing of  the  commission,  and  in  rotation;  this  commission  to  convene  at 
West  Point  after  its  appointmetit  and  examine  the  general  programme 
heretofore  referred  to,  making  such  changes  and  alterations  as  it  may 


134  MILITARY    ACADEMY    AT    WEST    POINT. 

coiKsider  expeilient  ;  wiiicli  shall  jjo  into  eftect  and  be  conformed  to 
(liiririj;  the  next  succeed inj;  academic  year,  coinnicnoinfj  on  and  after 
the  annual  June  examination — the  coniuii.ssion  to  arrange  the  time  for 
each  subject,  and  approve  of  the  detaileil  programme  drawn  up  and 
compiled  [)y  the  jirofessors  and  instructors  of  the  respective  departments 
of  instru(!tion  and  exercise;  no  changes  nor  moditi(!ations  to  l)e  allowed 
in  these  detailed  luogrammes,  except  with  the  approval  of  the  commis- 
sion ;  this  commission,  as  a  general  rule,  to  convene  every  two  years  to 
examine  into  and  revise  their  previous  labors,  correcting  and  altering 
such  parts  as  it  may  be  considered  expedient,  and  as  experience  may 
prompt,  to  iiave  changed;  the  text-books,  to  carry  out  the  detailed 
programmes  of  the  course  of  instruction,  to  be  approved  by  the  Super- 
intendent and  inspector  of  the  Academy,  upon  the  recommendation  of 
the  chief  of  the  department,  and  to  be  then  adopted  until  the  first 
meeting  of  the  commission,  when  the  text-books  must  receive  the  ap- 
proval of  that  body.  Special  meetings  ot  the  con)njission  to  be  held 
for  the  revision  of  detailed  programmes  upon  the  retjuisition  of  the 
Sui)erintendeut,  a]ti)roved  by  the  inspector  of  the  Academy;  in  such 
case  the  Coinmandiug  General  of  the  Army  to  order  the  oilicers  to 
report  to  the  Superintendent  of  the  Aca<lemy  to  foim  sucli  commission  ; 
but  the  sj>ecial  meetings  not  to  occur  oftener  th  in  may  be  necessary 
from  new  discoveries  in  science  or  art  of  war,  or  new  text-books  re- 
quiring a  modilied  detailed  programme  of  certain  subjects.  The  code 
of  discipline  now  in  i)ractice,  amended  as  pointed  out  by  the  Suj>erin- 
tendent  iir-his  answers  to  interrogatories  six  and  seven,  should  continue 
to  be  enforced,  subject  only  to  future  revision  and  alteration  by  the 
commission  at  its  regular  meetings,  provided  that  no  alterations  or  ad- 
ditions should  be  made,  except  on  subjects  and  points  laid  before  the 
commission  by  the  Superintendent,  approved  by  the  iiisi)ector  of  the 
Academy,  and  that  the  alterations  and  additions  when  niade  shoul  1  be 
enforced  and  carried  into  etfect  by  the  Superintendent. 

I  think  that  the  inspector  of  the  Academy  should  be  appointed  as  at 
present. 

If  a  Ave  years' course  of  study  be  adopted,  I  would  recommend  the 
programme  given  in  my  reply  to  interrogatory  No.  8,  subject  to  altera- 
tions and  changes  by  a  commission,  as  above  stated. 

The  number  of  cadets  should  be  sufficient  to  fill  up  the  vacancies  in 
the  Army,  in  all  of  its  arms  and  corps,  exce})ting  those  tilled  by  non- 
commissioned officers  of  the  Army,  and  give  a  surplus  to  every  arm  of 
service  equivalent  to  the  number  detailed  for  duty  at  the  IMilitary 
Academy,  and  i)rovide  for  other  contingent  details,  as  courts-martial, 
recruiting  service,  and  such  duties  as  withdraw  officers  from  their  com- 
panies. The  excess  over  the  present  authorized  number  should  be 
made  up  by  appointing  two  at  large  from  each  State,  at  the  nomination 
of  the  Senators  in  Congress,  and  in  the  manner  proposed  for  appoint- 
ing from  Congressional  districts,  in  the  answer  to  interrogatory  No.  3. 

1  would  recommend  that  the  duties  of  the  Academic  Board,  specified 
in  paragraph  10,  Academy  Kegulations,  should  be  omitted,  excepting 
to  examine  cadets — as  proposed  in  the  answer  to  interrogatory  No.  1 — 
to  decide  upon  their  merits,  grant  diplomas,  and  recommend  for  pro- 
motion, in  accordance  with  the  academic  qualifications;  after  which 
precedence  and  promotion  in  corps  and  arms  should  be  regulated  as 
described  in  the  portion  of  the  answer  to  interrogatory  No.  4,  relating 
to  examinations  lor  promotion. 

Artillery  practice,  and  the  tactics  of  that  arm  for  field,  siege,  sea- 
coast,  garrison,  mountain-howitzer,  and  all  other  batteries,  should  be 


MILITARY    ACADEMY    AT    WEST    POINT.  135 

placed  under  an  artillery  officer  independent  of  the  coiumandant  of 
cadets,  unless  that  officer  belongs  to  the  artillery  arm.  The  practice 
of  artillery  should  be  under  the  instructor  of  ordnance  and  gunnery  in 
preference  to  being  under  the  couim  uidant,  when  the  former  is  au 
artillery  officer.  ♦ 

Rejections  of  candidates  for  adtuissiou  increase  and  diminish  in  num- 
ber, not  apparently  conforming  to  any  rule,  varying  as  the  general 
average  of  taleut  varies  in  classes  from  year  to  year.  Some  years 
the  claSvSes  are  very  inferior,  and  others  decidedly  superior  in  average 
talents. 

The  system  of  examination  at  graduation  is,  at  present,  I  think,  as 
good  as  any  that  ^could  be  suggested ;  also,  the  method  of  granting 
diplomas  for  the  several  corps.  The  Academic  Board  arranges  the 
students  in  their  relative  order  of  proficiency,  each  of  the  latter  pos- 
sessing a  proportion  of  knowledge  applicable  to  each  arm  of  service, 
but  not,  iu  each  and  every  case,  qualifying  the  carlet  for  any  corps  iu 
the  Army. 

The  Academic  Board,  with  the  proposed  alterations  of  introducing 
a  commission  to  discharge  a  part  of  its  duties,  and  the  changes  noted 
in  the  Superintendent's  replies  to  interrogatories,  would  be  able,  I  think, 
to  discharge  with  advantage  its  remaining  duties. 

AVith  regard  to  the  detail  of  assistant  i)rofessors,  by  making  trans- 
fers from  company  to  company,  and  by  having  supernumeraries,  ob- 
tained by  increasing  the  number  of  cadets,  the  choice  of  the  professor 
can  always  be  secured. 

An  officer  is  not  allowed  to  report  a  cadet  upon  suspicion.  The  re- 
port must  be  based  upon  the  reporting  officer's  own  knowledge  and 
belief  of  the  facts,  as  he  sees  and  hears,  or  thinks  he  sees  and  hears. 
He  may  sometimes  be  mistaken.  Should  an  officer,  how^ever,  give  a 
report  at  hazard,  not  being  confident  of  the  fact,  but  leaving  the  cadet 
to  deny  it  if  not  true,  I  would,  if  the  case  came  to  my  knowledge,  ask 
that  the  officer  should  be  removed  from  the  Academy.  The  system  of 
excuses  is  indispensable.  As  I  have  stated  before,  where  there  is  a  con- 
flict of  statement,  regarding  a  question  of  fact,  between  the  reporting 
officer  and  the  cadet,  the  matter  is  investigated;  but  the  denial  of  a  re 
porting  officers  stateuieut,  mi)uths  after  the  latter  has  b  'cu  made,  can- 
not be  examined.  The  explanation  or  denial  must  be  given  by  the 
cadet  while  the  particulars  are  fresh  in  the  mind  of  the  reporting  officer. 
As  a  general  rule  no  cadet  is  compelled  to  write  an  excuse  for  any 
ofteuse  whatever. 

I  was  Superintendent  between  the  years  1838  and  1845.  During 
that  period  there  were  two  instructors  of  artillery.  These  gentlemen. 
Lieutenants  Keyes  and  Kuowlton,  greatly  iuiproved  and  advanced  the 
course,  introduced  Tberoux,  inaugurated  light-battery  drills,  instruction 
in  other  than  field  batteries,  much  of  mortar  practice,  &c.  Lieutenant 
Knowlton  also  compiled  lithographed  note-books  for  the  use  of  the 
cadets.  When  I  returned,  in  1850,  1  found  many  branches  improved  by 
Captain  McClellan,  who  had  built  and  ar(ueil  the  mortar  and  siege  bat- 
teries. Lieutenant  Gibbon  was  then  instructor  of  artillery,  auil  was 
preparing,  when  I  came,  a  revision  of  Major  Porter's  text-book,  pre- 
pared by  the  latter  as  a  substitute  for  Theroux.  Lieutenant  Gibbon, 
being  a  z"alous  officer  aiul  a  hard  student,  gave  great  attention  to 
changes  in  artillery,  growing  out  of  rifled  ordnance,  fuses,  &c.,  and 
afterwards  published  a  work  on  artillery,  embracing  all  of  the  modern 
improvements  in  that  arm. 

Some  time  after  my  return  a  change  was  made,  giving  the  instruction 


136  MILITARY    ACADEMY    AT    WEST   POINT. 

in  artillery  practice  to  the  commandant,  and  the  theoretical  and  scien- 
titic  course  to  an  instructor  of  ordnance  and  yunnery.  TLe  officer  de- 
tailcil  for  this  jiosition  has  been,  and  is,  introducing  improvements  into 
the  artillery  service,  lie  has  now  in  j»ress  a  text  book  on  the  whole 
subject  of  his  course,  designed  to  bring  the  subject  down  to  the  i)reseut 
date  in  the  theoiy  and  |)ractice  of  artillery,  as  well  as  of  small  arms,  in- 
cluding the  principles  embraced  in  the  manufacture  of  bronze  and  iron 
guns.  The  manufacture  of  i)owder  has  also  become  a  matter  of  more 
importance,  in  relation  to  its  sudden  or  progressive  combustion,  and, 
together  with  the  experience  of  our  own  country  and  Europe  in  increased 
range.  i)enetration,  and  accuracy  attained  by  the  rifled  principle  api)lied 
to  all  arms,  is,  as  I  understand,  embraced  in  the  text  of  the  work  re- 
ferred to,  a  part  of  which  was  used  for  instructing  the  cadets  during  the 
past  academic  term.  A  ballistic  pendulum  and  an  electro-ballistic  ap- 
paratus have  also  been  put  in  position  and  used  under  the  present  in- 
structor of  ordnance  and  gunneiy.  Both  of  these  were  about  to  be 
introduced  under  his  i)redecessor.  The  instruction  in  ordnance  had  been 
very  deficient,  and  the  present  instructor,  belonging  to  the  Ordnance 
Department,  has  been  laboring  to  give  cadets  the  scientific  instruction 
in  ordnance  duties,  only  to  be  obtained,  1  believe,  from  an  ordnance 
officer.  The  course  of  artillery  has  not  gained  materially,  but  the  course 
of  ordnance  has  been  greatly  improved  by  having  an  officer  in  charge 
of  that  special  bianch. 

I  think  there  is  no  advantage  in  having  the  instructor  of  artillery 
one  of  those  who  are  specially  charged  with  the  discipline  of  cadets. 
It  is  no  more  necessary  in  his  case  than  in  that  of  the  instructor  of 
cavalry. 

In  infantry  there  have  been  of  late  years  great  improvements.  The 
old  system  of  marching  was  defective.  In  marching  by  a  flank  the 
troops  would  si>read  out,  and  the  proper  distances  be  greatly  increased. 
The  Duke  of  Orleans  introduced  the  simple  principle  that  men  in  ranks 
should  have  such  space  as  not  to  incommode  each  other,  and  to  per- 
form all  the  exercises  with  arms  when  moving  with  the  utmost  rapidity. 
Colonel  Hardee,  the  present  commandant,  has  compiled  a  system  of 
tactics  upon  that  principle. 

A  still  further  improvement  has  been  lately  introduced  into  the  in- 
fantry arm,  at  the  special  instance  of  the  Secretary  of  War,  in  teaching 
the  cadets  the  vse  of  small  arms,  instead  of,  as  formerly,  confining  the 
instruction  to  the  manual  of  the  musket.  The  service  has  been  confided 
to  an  officer  of  the  Army,  who  has  succeeded  in  teaching  three  classes, 
and  is  now  instructing  a  fourth  in  the  use  of  the  bayonet  as  a  measure 
of  attack  and  de'ense,  and  in  firing  with  small  arms.  He  is  also  charged 
with  fencing,  and  use  of  the  sword  and  military  gymnastics,  including 
swimming.  So  soon  as  all  of  the  classes  have  been  taught  the  use  of  the 
bayonet,  it  may  then  be  introduced  as  a  part  of  the  daily  manual  on 
drills  and  parades,  instead  of,  or,  if  necessary,  combined  with,  parts  of 
the  present  manual. 

The  course  of  cavalry  has  made  great  improvements,  and  now  in- 
cludes veterinary  science  and  art,  a  most  useful  study  to  all  officers  who 
have  anything  to  do  with  horses. 

The  course  of  practical  engineering  has  both  advanced  and  retro- 
graded. Within  a  few  years  cailets  have  acquired  a  knowledge  of  forti- 
fications by  having  to  make  models  in  clay  or  sand  of  ditterent  works. 
The  presence  of  the  company  of  sappers  and  miners  has  permitted  the 
introduction  of  instruction  in  [ireparing  siege  materials  in  ponton  service, 
&c.     At  one  time  the  company,  both  officers  and  men,  was  ordered  off. 


MILITARY    ACADEMY    AT    WEST    POINT.  137 

A  portion  of  it  is  absent  now.  Tbese  changes  have  caused  the  practical 
instruction  to  retrog^rade. 

The  French  course  has  been  greatly  improved.  The  present  pro- 
fessor has  introduced  a  system  admirably  calculated  to  effect  the  object 
for  which  the  study  of  French  is  pursued  at  this  institution,  and  that 
is  to  enable  the  student  to  read  understandiugly  any  work  that  may 
be  placed  before  him.  1  have  doubts  whether  all  of  those  who  graduate 
can  read  French  with  entire  facility;  but  I  think  quite  as  much  time 
is  given  to  the  study  as,  considering  all  other  parts  of  the  course,  its 
importance  would  justify. 

A  knowledge  of  Spanish  is  a  great  desideratum  to  our  ofiScers.  As 
yet  it  is  imperfectly,  and,  I  think,  unsatisfactorily  taught.  The  field 
of  selection  for  assistants  is  very  small.  There  are  few  oflQcers  who 
have  studied  Spanish,  and  still  fewer  who  speak  it.  I  would  have  it 
allowed  to  appoint  an  assistant  professor  from  civil  life,  upon  the  same 
footing  as  the  other  assistant  professors,  until  a  sufficient  number  of  offi- 
cers are  educated  to  supply  materials  for  instruction.  This  plan  was 
adopted  at  one  time  in  the  French  department.  1  think  that  more  time 
should  be  given  to  the  study  of  Spanish  by  curtailing  some  other 
branches. 

[The  Superintendent  here  read  a  portion  of  the  second  section  of  the 
act  of  Congress,  approved  March  1,  1843,  making  appropriations  for 
the  support  of  the  Army,  &c.,  providing  for  the  appointment  of  cadets, 
which  is  as  follows  : 

^^  And  provided  further^  That  the  number  of  cadets,  by  appointments 
hereafter  to  be  made,  shall  be  limited  to  the  number  of  the  Represent- 
atives and  Delegates  in  Congress,  and  one  for  the  District  of  Colum- 
bia, and  that  each  Congressional  and  Territorial  district  and  District  of 
Columbia  shall  be  entitled  to  have  one  cadet  at  said  Academy  :  Provi- 
ded, that  nothing  in  this  section  shall  prevent  the  appointment  of  an 
additional  number  of  cadets,  not  exceeding  ten,  to  be  appointed  at 
large,  without  being  confined  to  a  selection  by  Congressional  districts."] 

At  the  request  of  the  Commission,  the  Superintendent  furnished  the 
subjoined  table  showing  the  practice  iu  relation  to  the  latter  provision 
of  the  above  extract,  during  the  five  years  previous  to,  and  all  of  the 
years  subsequent  to,  the  passage  of  the  act. 

List  of  candidates  appointed  '•'at  large''''  by  the  President  of  the  United 
States,  from  1838  to  1860. 

Years.  No.  of  oand 

1838 

1839 

1840 

1841 

1842 

1843 

1844 

1845 

1846 

1847 

1848 

1849 


68. 

?9 

Years. 
1850  

No.  of  cnodidatea. 
10 

13 

1851 

12 

7 

1852  . 

.  , 16 

18 

1853  

10 

?? 

1854 

10 

16 

1855 

10 

14 

1856 

10 

11 

1857 

11 

10 

1858 

11 

10 
10 
10 

1859 

1860 

10 

10 

The  corps  of  cadets  will  be  fuller  next  September  than  it  has  ever 
been  at  any  time  before.    Arrangements  have  been  made  to  give  them  all 


138  MILITAKY    ACADEMY    AT    WEST    POINT. 

accommodations  in  the  barracks.  The  latter  are  warmed  by  furuaces 
iu  the  basement.  The  atmospheric  air  passes  into  a  chamber  heated 
by  iron  stoves,  thence  to  tines  leading  to  the  roonn.  Separate  flues 
furnish  warm  air  to  all  of  the  stories  up  to  the  fourth.  The  system 
has  been  found  defective.  J)urin<;  the  coldest  weather  of  winter 
some  of  the  rooms  cannot  be  occupied;  others  are  so  warm  as  to  be 
oppressive,  and  require  the  windows  to  be  opened  during  the  most  in- 
clement nights.  For  police  discipline,  comfort,  cleanliness,  and  health, 
it  would  be  best  to  warm  barracks  by  hot  water  or  steam.  The  latter 
would  be  much  i)erferable.  The  furnaces  should  be  placed  outside  of 
the  building,  and  pipes  i)ass  through  the  rooms  to  warm  the  air  already 
there,  and  not  have  liot  air  forced  through  flues  into  the  room.  In  the 
academic  building  there  have  been  three  rooms  so  heated  for  the  last 
two  years.  I  thought  the  result  satisfactory,  but  lately  I  have  heard 
objections  to  the  plan,  arising,  as  1  suppose,  from  want  of  proi)er  at- 
tention in  keeping  pure  water  in  the  boiler,  in  the  arrangement  of  plates, 
&c.  I  would  be  opposed  to  having  tires  in  the  rooms  of  cadets.  They 
would  endanger  the  building.  Fuel  would  have  to  be  carried  to  the 
fourth  story.  They  would  occasion  a  want  of  cleanliness,  and  promote 
irregularities  in  discijdine  that  would  divert  cadets  from  their  studies. 
I  think  that  the  health  of  cadets  might  be  quite  as  well  preserved  b3' 
beating  with  steam  as  by  fires,  leaving  a  ventilation  through  chimneys 
and  other  openings. 

It  would  not  be  advantageous  to  make  any  separation  or  distinction 
between  any  of  the  classes.  I  would  do  nothing  to  break  up  or  impair 
friendship  between  them,  or  to  prevent  them  from  selecting  their  room- 
mates, with  a  view  to  assisting  each  ot'.ier  in  their  studies. 

1  have  nothing  to  suggest  in  regard  to  the  cadets'  mess,  but  to  have 
a  constant,  watchful  care  iu  carrying  out  the  existing  regulations.  The 
fare  at  times  is  not  good.  This  arises  from  inattention.  There  is  no 
limit  placed  by  regulations  to  the  amount  of  the  cadets'  mess  bills.  The 
purveyor  provides  what  he  conceives  to  be  enough,  and  keeps  an  ac- 
count ot  the  expenses,  which  are  assessed  2)''o  rata  among  the  cadets. 
The  mess  hall  is  inspected  by  Army  officers.  If  there  is  anything  wrong, 
the  cadets  can  jioint  it  out  to  the  inspector.  If  that  officer  cannot  apply 
the  correction,  the  case  is  laid  before  the  Superintendent.  The  present 
system,  as  a  general  rule,  succeeds  well  in  practice.  There  have  been 
occasional  cases  where  bad  provisions  have  been  sent  to  me.  Under 
the  contract  system  there  was  a  bill  of  fare  which  was  never  departed 
from.  'Sow  the  purveyor  is  the  agent  of  the  corps,  authorized  to  vary 
the  bill  of  fare  according  to  the  changes  of  the  season. 

There  is  a  manual  required  for  the  rifl^^d  musket  at  present  used  in 
the  service.  We  have  here  a  system  different  from  that  followed  by 
the  Army,  and  neither  are  sanctioned  by  proper  authority. 

At  one  time  each  cadet  owned  room  furniture,  which  he  burned  on 
leaving  the  Academy.  When  1  became  Superintendent  I  determined 
to  stop  this  waste  of  property.  Iron  bedsteads  and  tables  were  pur- 
chased, to  be  paid  for  by  annual  installments.  Each  cadet  paid  a  certain 
amount  per  month  for  the  use  of  these  articles.  They  have  now  been 
paid  for,  and  the  monthly  charge  is  much  reduced,  being  just  sufficient 
to  keep  them  in  repair,  and  renew  them  as  they  become  worn  out.  The 
practice  is  to  charge  the  new  cadets  twenty  cents  a  month,  and  after- 
wards nothing. 

So  charge  is  made  against  any  cadet  for  the  support  of  the  post- 
office. 

If  a  balance  is  due  to  the  cadet  on  pay-day,  it  is  not  paid  to  him,  but 


MILITARY    ACADEMY   AT    WEST    POINT.  139 

carried  to  his  credit.  Two  dollars  a  month  arc  retained  from  the  pay 
of  each  cadet  as  an  equipment  fund  to  be  received  by  him  upon  leaving 
the  Academy.  Any  ofher  balance  due  him  when  he  leaves  West  Point 
on  furlough  is  paid  to  him  ;  and  all  of  the  balance  standing  to  his  credit, 
including  his  equii)ment  fund,  is  paid  to  him  when  he  graduates. 

An  examination  at  graduation  upon  the  whole  course  of  study  pur- 
sued while  at  the  Academy  is  not  desirable.  It  wouhl  be  extremely 
dilHcult,  almost  impracticable,  to  make  such  an  examination  ;  and,  if 
it  were  practicable,  it  would  not  aftbrd  a  better  test  of  proficiency  than 
the  present  system,  nor  would  it  be  more  just  to  the  cadet.  The  appli- 
cation of  the  studies  of  ihe  earlier  years  is  made  in  the  last  year's  course, 
and  an  examination  upon  that  course  is  a  sufficient  test  of  proficiency 
in  those  earlier  studies. 

Here  the  Commission,  at  3  p.  m.,  adjourned  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Ives, 

Fir,st  Lieut.  Topographical  Engineers.  Secretary. 


West  Point,  New  York, 

Avgust  22,1860. 

The  Commission  met  at  10  a.  ni.  Present,  all  of  the  members  ex- 
cept the  Hon.  Mr.  Coclirance.  The  secretary  present.  The  proceedings 
of  yesterday  were  read. 

A  communication  was  received  and  read  from  Capt.  G.  W.  CuUum, 
Corps  of  Engineers,  in  reply  to  the  questions  proposed  in  the  circular 
letter  of  the  18th  ultimo.     (Appended  and  marked  C'.) 

Also  a  letter  from  Maj.  J.  G.  Barnard,  Corps  of  Engineers,  in  reply 
to  the  same  circular,  expressing  his  concurrence,  with  a  single  stated 
qualification,  in  the  vifews  set  forth  by  Captain  Cullum.  (Ap[)ended  and 
marked  B^) 

Also  a  joint  communication  from  Major  Barnard  and  Captain  Cullum 
in  reply  to  the  questions  in  the  circular  letter  of  the  23d  ultimo.  (Ap- 
pended and  marked  D-.) 

Also  a  communication  from  Capt.  E.  O.  C.  Ord,  Third  Artillery. 
(Appended  and  marked  E^) 

And  a  joint  communication  from  Capt.  Joseph  Roberts,  Fourth  Ar- 
tillery, and  Capt.  James  B.  Iticketts,  First  Artillery,  in  reply  to  the 
circular  letter  of  the  18th  ultimo  addressed  to  the  captains  of  the  artil- 
lery school  at  Old  Point  Comfort.     (Ai)pended  and  marked  F^.) 

Also  a  communication  from  Col.  S.  Cooper,  Adjutant-General,  ia 
reply  to  a  special  inquiry  of  the  Commission  as  to  the  best  mode,  in  his 
opinion,  of  organizing  an  examining  board  for  special  objects  recom- 
mended by  him  in  a  previous  letter  to  the  Commission.  (Appended  and 
marked  G^) 

The  secretary  was  directed  to  request  Captain  Cullum  to  furnish  to 
the  Commission  a  copy  of  a  programme  for  a  course  of  studj'  in  the 
science  of  war.  alluded  to  in  the  above-mentioned  communication  from 
that  officer. 

Colonel  Delafield  being  present,  in  reply  to  questions  proposed  by 
the  Commission,  stated  as  follows  : 

The  regulation  respecting  cadets  found  deficient  in  studies  or  conduct 
is  : 


140  MILITARY    ACADEMY    AT    WEST    POINT. 

[Elere  Colonel  Delafiold  read  the  seveuth  section  of  the  sixty-second 
paragraph  Regulations  for  the  United  States  Military'  Academy,  with 
the  appended  form.) 

1  think  the  Aeadeniic  Board  shonid  have  the  discretion  of  reeoiu- 
Diending  deficient  cadets  to  be  discharged  or  turned  back  ;  provided, 
however,  that  no  cadets  be  recommended  to  be  turned  back  except  for 
deficiencies  in  studies  arising  from  si(;kness. 

[At  the  request  of  the  Commission  the  Superintendent  here  furnished 
the  following  tabular  statement  showing  the  list  of  cadets  found  defi- 
cient at  the  last  examination  ;  the  record  of  the  Academic  Board  there- 
upon, with  the  action  of  the  Secretary  of  War  in  each  case  appended  ; 
also  coi)ies  of  the  orders  of  th€  War  Department  in  relation  to  the 
deficient  cadets,  and  the  order  of  April  12,  from  the  War  Department, 
respecting  class  standing  and  discipline  at  the  Academy.] 


MILITARY    ACADEMY    AT    WEST    POINT. 


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MILITARY    ACADEMY    AT    WEST    POINT. 


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MILITARY    ACADEMY    AT    WEST    POINT.  143 

"  Copy  of  the  action  of  the  Secretary  0/  War  on  the  report  of  the  cadets 
of  the  United  States  Military  Academy  who  at  the  examination  in  June, 
18G0,  tcere  pronounced  not  proficient. 

"This  report  has  been  carefully  considered,  and  is  confirmed.  In 
accordance  with  the  reeonnnendation  of  the  insi)octor  of  the  Academy 
Cadets  .AInrray,  J.  E.  Wilson,  and  Barnard  will  be  permitted  to  go  on 
with  tlie  sncceeding  classes. 

"In  the  case  ot  Cadets  Blakistone,  Blocker,  Farley,  Hamilton,  Kin- 
ney, Loid,  McKee,  Maney,  Kussell,  Dixon,  J)odge,  Cowan,  Drumb, 
Sauno,  Taliaferro,  and  Vance,  while  they  have  rendered  themselves 
liable  to  the  pet)alty  Just  imposed  by  the  regulations  for  continued 
Inattention  to  study  and  misconduct,  the  »lepartment  indulges  the  hope 
that  the  discii)line  of  the  Academy  may  be  vindicated  without  a  resort  to 
that  extreme  j)enalty  ;  ajul  that,  if  these  cadets  are  spared  the  discredit 
that  would  necessarily  attach  to  them  if  separated  from  the  institution 
under  the  circumstances  connected  with  the  recommendation  for  their 
discharge,  the  dl  consequences  of  which  to  themselves  and  the  morti- 
fication to  their  friends  they  do  not  appear  to  have  contemplated,  they 
will  make  use  of  their  best  exertions  to  confirm  the  expectations  the 
department  entertains  of  their  disposition  now  to  atone,  as  far  as  may 
be  in  their  power,  for  the  errors  of  the  past.  They  will,  therefore,  be 
allowed  to  go  on  with  their  respective  succeeding  classes.  They  are 
admonished,  however,  that  it  is  only  by  strict  attention  to  study,  and 
a  faithful  observance  of  the  regulations,  tliat  they  can  hope  to  realize 
the  great  benefits  the  Military  Academy  is  capable  of  conferring. 

"JODN  B.  FLOYD, 

'•'■  Secretary  of  War. 

"War  Department,  July  2,  18G0." 

''A  true  copy  : 

"H.  G.  Wright, 

'■'■Gapt.  of  Engineers  in  Charge. 
"Engineer  Depart.ment,  July  6,  1800." 

A  true  copy : 

S.  B.  Holabird, 

First  Lieut.  First  Infantry, 

Adjutant  Military  Academy. 

"  War  Department,  July  30,  1860. 
"  On  a  reperusal  of  my  decision  of  the  2d  instant,  on  the  report  of 
the  cadets  of  the  United  States  Military  Academy  who  at  the  examina- 
tion in  June  last  were  pronounced  not  proficient,  I  find  that  from  haste 
and  ina<lvertence  in  its  preparation  my  intention  is  not  correctly  ex- 
pressed. 

"I  intend  to  direct  that  Cadets  Kinney,  Russell,  Dodge,  Barnard, 
Cowan,  Drumb,  Taliaferro,  and  Vance  should  be  turned  back  one  year, 
and  that  the  other  cadets  named  in  the  report  should  receive  the  admo- 
nition expressed  in  my  decision  and  be  permitted  to  continue  with  their 
respective  classes. 

"The  necessary  orders  to  carry  this  explanation  of  my  decision  of 
the  2d  instant  into  effect  will  be  issued. 

"J.  B.  FLOYD, 

^^  Secretary  of  War. 
"  Colonel  K.  Delafield,  Major  Corps  of  Engineers, 

'■'•SupH  Military  Academy,  West  Point  Xeiv,  lorA.*' 


144  military  academy  at  west  point. 

"  Engineer  Department, 

"  Washington,  July  30,  18G0. 
"I  certify  the  foregoing^  to  be  a  correct  copy  of  an  original  indorse- 
ment on  tile  in  this  otlice. 

"H.  G.  WRIGHT, 
"  Captain  of  Emjineem  in  Charge.^ 
A  trne  copy  : 

S.   B.    flOLAIHRD, 

Fir  at  Lieut.  First  Infantry, 

Adjutant,  Military  Academy. 

"  Engineer  Department, 
"  Washington,  August  20,  18G0. 
"  Colonel:  The  Secretary  of  War  directs  that  Cadet  John  11.  Blocker, 
found  deticient  in  mathematics  and  French  at  the  late  June  examina- 
tion, be  turned  back  one  year. 

"Very  respectfully,  your  obedient  seryant, 

"  R.  E.  De  RUSSY, 
^^Lieut.  Col.  Engineers,  Commanding.''^ 
A  true  copy  : 

S.    B.    ilOLABIRD, 

First  Lieut.  First  Infantry, 

Adjutant  Military  Academy. 

"War  Department, 

''Ajn-il  12,  18G0. 

"The  follo\ying   regulations  will   be   pul«lished   immediately  on  its 

receipt  at  tiie  Military  Academy  for  the  goyeinment  of  all  concerned; 

and  all  existing  regulations  inconsistent  therewith  are  hereby  repealed: 

"I.  Hereafter  all  subjects  which  enter  the  estimate  of  class  standing 

shall  be  matters  of  examination  by  the  Academic  Board. 

"II.  In  making  up  the  conduct  rolls,  only  such  demerit  marks  as 
are  giyen  for  violations  of  published  regulations  shall  be  taken  into 
account. 

"III.  Whenever  a  cadet  shall  be  tried  for  an  offense  by  a  court- 
martial,  the  demerit  marks  for  such  ofiense  shall  be  canceled. 

"IV.  W^henever  a  cadet  shall  feel  himself  aggrieved  by  a  decision 
affecting  his  demerit  account,  he  may  appeal  from  such  decision  to  the 
Academic  Board,  whose  duty  it  shall  be,  at  the  end  of  each  month,  to 
consider  and  decide  upon  all  such  sippeals. 

"JOHN  B.  FLOYD, 

^^ Secretary  of  ITor." 
"A  true  C(  py  : 

"  S.  B.  ilOLABIRD, 

^^First  Lieut.  First  Infy,  Adj.  Mil  Acad.^^ 

There  was  a  leave  of  absence  granted  by  the  War  Department  toone- 
lialf  of  the  present  first  class  during  half  of  the  encampment,  and  to  the 
rest  of  the  class  during  the  other  portion.  These  leaves  have  interrupted 
the  practical  instruction  in  engineering,  ordTiance,  and  gunnery,  artil- 
lery, and  in  all  of  the  programme,  for  the  first  class  encampment.  Half 
of  this  course  is  entirely  lost  to  the  first  class  thereby,  for  they  have  no 
subsequent  opi)ortunity  of  acquiring  it. 

Here  the  Commission,  at  3  p.  m.,  adjourned,  to  meet  at  10  a.  m.  to- 
morrow. 

J.  C.  Ives, 

First  Lieut.  Topographical  Engineers,  Secretary. 


militakv  academy  at  west  point.  145 

West  Point,  New  York, 

August  2.3,  18G0. 
The  Commission  met  at  10  a.  m.    Present,  all  of  the  members,  except- 
ing the  Hon.  Mr.  Cochrane.    The  secretary  present.    The  proceedings 
of  yesterday  were  read. 

A  commnnication  was  received  and  read  from  Mnj.  Alfred  Mordecai, 
Ordnance  Department,  inclosing  a  propose^l  programme  for  a  four  years' 
conrse  of  study.     (Appended  and  mtirked  H'.) 

The  Commission  proceeded  to  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  4  p.  m.  adjourned,  to  meet  at  10  a.  m. 
to-morrow. 
J.  C.  Ives, 

Fust  Lieut.  Topographical  Engineers,  Secretary. 


West  Point,  New  York, 

August  24,  1860. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members,  except- 
ing the  Hon.  Mr.  Cochrauce.  The  secretary  present.  The  proceedings 
of  yesterday  were  read. 

Communications  were  received  and  read  from  Brevet  ]Major  Thomas 
Williams,  Fourth  Artillery,  and  from  Cai)tain  Israel  Vogdes,  First  Artil- 
lery, in  reply  to  the  circular  letter  of  the  18th  ultimo,  addressed  to  the 
captains  of  the  Artillery  School  at  Old  Point  Comfort.  (Appended  and 
marked  F  and  K-.) 

First  Lieutenant  G.  K.  Warren,  Topographical  Engineers,  assistant 
professor  of  mathematics  at  the  Academy,  being  ])resent,  in  reply  to 
questions  proposed  by  the  Commission,  stated  as  follows : 

The  members  of  the  first  section  of  a  class  will  generully  study  hard 
from  ambitious  motives.  The  lowest  section  will  study  from  the  fear  of 
being  found  deficient  5  but  many  in  the  intervening  sections  do  not  ex- 
ert themselves.  I  know  of  no  corrective  for  this  but  to  find  the  negli- 
gent men  deficient,  and  send  them  off.  The  principles  of  mathematics 
learned  by  the  difierent  sections  are  nearly  the  same;  but  the  first  sec- 
tion, acquiring  these  more  readily,  have  a  greater  amount  of  time  to 
make  applications  of  them.  The  lowest  sections,  in  the  course  of  alge- 
bra, omit  the  general  theory  of  equfitions,  without  which  it  is  impossible 
to  acquire  the  whole  of  the  succeeding  course  of  calculus.  I  thitik  that 
all  should  be  compelled  to  master  thoroughly  the  whole  course  of  algebra. 
I  believe  that  they  would  then  be  able  to  master  the  calculus,  and  sub- 
sequently the  courses  of  applied  mathematics.  If  the  course  studied  by 
the  first  section  were  thus  required  of  the  whole  class,  I  suppose  that 
about  one-fifth  of  those  who  are  now  graduated  on  mathematics  would 
be  found  deficient  from  inability  to  ac(iuire  that  course,  independently 
of  those  found  deficient  merely  from  want  of  application.  Tiie  standard 
among  those  who  remained  would  be  much  higher  than  it  is  at  present. 
There  is  enough  time,  in  my  opinion,  devoted  to  the  study  of  algebra. 
It  might  be  well  t»  postpone  the  acquirement  of  the  more  difficult  por- 
tions— from  chapter  eight,  on  series,  to  the  end  of  the  book — until  after 
the  study  of  geometry.  The  former  would  then  come  into  te  latter 
part  of  the  first  year's  course.  It  would  not,  in  my  opini  )u,  i)e  advan- 
tageous to  have  the  age  requisite  for  admission  greater.  It  is  training, 
to  a  great  extent,  that  enables  the  cadets  to  master  the  course;  and  if 
S.  Mis.  3 10 


14G  MILITARY    ACADEMY    AT    WEST   POINT. 

they  were  older  it  would  bo  more  difficult  to  train  them.  I  do  not  think 
a  deficient  cadet  should  be  allowed  to  apain  pjo  over  the  year's  course. 
There  is  about  the  same  proticiency  required  now  that  there  was  when 
I  was  a  cadet. 

If  the  book  on  descriptive  g:eometry,  shades,  shadows,  &c.,  were  re- 
written and  i)roperly  arraniied,  I  believe  that  considerable  could  be 
saved,  whii'h  nii<;ht  be  protit,iibly  devoted  to  other  ])arts  of  the  mathe- 
matical course,  while  the  amount  of  acquirement  in  the  former  branches 
would  be  increased. 

In  all  of  the  apj)lication  of  analysis  to  jjeoinetry  in  the  mathematical 
course  the  cadets  are  required  to  construct  diagrams  in  accordance  with 
the  results  of  the  analytical  work. 

The  Commission  now  resumed  the  consideration  of  the  statements 
and  evidence  laid  before  them,  and  at  4  p.  m.  adjourned,  to  meet  at  10 
a.  m.  to  morrow. 

J.  C.  Ives. 

First  Lieut.  Topographical  Engineers^  Secretary. 


West  Point,  New  Yoek, 

August  2o,  ISGO. 

The  Commission  met  at  10  a.  m.  Present,  all  of  the  members  except- 
ing the  Bon.  Mr.  Cochrane.  The  secretary  present.  The  proceedings  of 
yesterday  were  read. 

The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  3  p.  m.  adjourned  to  meet  at  10  a.  m. 
on  ^Monday. 

J.  C.  Ives, 

First  Lieut.  Topographical  Engineers^  Secretary. 


West  Point,  Kew  York, 

Angust  27,  1860. 
The  commission  met  at  10  a.  m.     Present,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane.   The  secretary  present.     The  proceedings  of 
yesterday  were  read. 

The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  3  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow. 
J.  C.  Ives. 

First  Lieut.  Topographical  Ihigineers,  Secretary. 


West  Point,  New  York, 

August  28, 18G0. 
Jhe  Commission  met  at  10  a.  ra.    Present,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane.    The  secretary  present,     ^he  proceedings  of 
yesterday  were  read. 

The  Commission  resumed  the  considerationof  the  statements  and 
evidence  laid  before  them,  and  at  1  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow. 

J.  C.  Ives, 

First  Lieut.  Topographical  Engineers,  Secretary. 


MILITARY    ACADEMY    AT    WEST    POINT.  14T 

West  Point,  New  Yokk, 

u'iugiist  I'D,  ISGO. 
Tbe  Commission  met  at  10  a.  m.     rresent,  all  of  the  members  except- 
ing? the  lion.  Mr.  Cochrane.     The  proceedings  of  .yesterday  were  read. 
The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  3^  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow.  Z'      '  or  the; 

J.C.Ives,  {   UNIVERSITY 

First  Lieut.  TopograiMcal  Engineers,  8ecretary\.  or 

West  PoTxNT,  New  York, 

August  30, 18G0. 
The  Commission  mot  at  10  a.  m.     Present,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane.    The  secretary  present.     Tlie  proceedings  of 
yesterday  were  read. 

The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  2  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow. 

J.  C.  Ives, 

First  Lieut.  Topographical  Engineers.  Secretary. 


West  Point,  New  York. 

August  31,  ISGO. 
The  Commission  met  at  10  a.  m.     Present,  all  of  the  members  except- 
ing the  Bon.  Mr.  Cochrane.    The  secretary  present.     Tlie  proceedings  of 
yesterday  were  read. 

The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  before  them,  and  at  4  p.  m.  adjourned  to  meet  at  10  a.  m.  on 
Monday. 

J.  C.  Ives, 

First  Lieut.  Topographical,Engineers,  Secretary. 


West  Point,  New  York, 

September  2,  ISGO. 
The  Commission  met  at  10  a.  m.     Present,  all  of  the  members  except- 
ing the  Hon.  Mr.  Cochrane.    The  secretary  i^reseut.     The  proceedings  of 
yesterday  were  read. 

A  communication  was  received  and  read  from  Captain  G.  G.  Meade, 
Topograpliical  Engineers,  in  reply  to  the  questions  proj)osed  in  the  cir- 
cular letter  of  the  23d  of  July.     (Appended  and  marked  L') 

The  Commission  resumed  the  consideration  of  the  statements  and 
evidence  laid  before  them,  and  at  5  p.  m.  adjourned  to  meet  at  10  a.  m. 
to-morrow. 
J.  C.  Ives, 

First  Lieut.  Topograpliical  Engineers,  Secretary. 


West  Point,  New  York,     . 
September  3,  ISGO. 
The  Com  mission  met  at  10  a.  m.     Present,  all  of  the  members  except- 
in g  the  Hon.  ]\Ir.  Cothane.    The  secretary  present.     The  proceedings  of 
yesterday  were  read. 


148  MILITARY    ACADEMY    AT    WEST    POINT. 

The  Commission  resumed  the  coDsideration  of  the  statements  and  evi- 
dence laiil  hi'lore  them,  and  at  5  p.  m.,  adjourned  to  meet  at  10  a.  m., 
to-morrow. 

J.  C  Ives,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  New  York, 

September  4,  1800. 
The  Commission  met  at  10  a.  m,     Present,  all  of  the  members  ex- 
ceptirijj  the  lion.  Mr.  Cochrane.     The  secretary  present.     The  i>roceed- 
injis  of  yesterday  were  read. 

The  Comuiission  resumed  and  concluded  the  consideration  of  the  state- 
ments and  evidence  laid  before  them,  and  at  5  p.  ra.,  adjourned  to  meet 
at  10  a.  m.  to-morrow. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers, 

Secretary. 


West  Point,  New  York, 

Septemher,  5,  IS 60. 

The  Commission  met  at  10  a.  m.  Present,  all  of  tht  members  ex- 
cepting the  Hon.  Mr.  Cochrane.  The  secretary  present.  The  proceed- 
ings of  yesterday  were  read. 

The  Commission  proceeded  to  the  preparation  of  their  report,  but, 
without  completing  it,  adjourned  to  meet  in  Washington  City  ou  the 
2Sth  day  of  November  next. 

J.  C.  Ives,  First  Lieut.  Topographical  Engineers, 

Secretary. 


Washington,  D.  C,  :So vernier  28,  18G0. 

The  Commission  met  pursuant  to  adjournment,  and,  being  without  a 
quorum,  adjourned  to  December  3. 


Washington,  U.  C,  December  3,  18G0. 
The  Commission  met. 
Present,  Hon.  Jefferson  Davis,  President,  United  States  Senate. 

Hon.  Solomon  Foot,  United  States  Senate. 

Hon.  H.  W.  Davis,  House  of  Kepresentatives. 

Hon.  John  Cochrane,  House  of  liepresentatives. 

Captain  A.  A.  Humphreys,  United  States  Army. 
Absent,  Major  R.  Anderson,  United  States  Army. 
The  report  was  read  and  considered,  and  the  Commission  adjourned. 


Washington,  D.  C,  December  13,  ISGO. 
The  Commission  met. 
Present,  as  on  the  3d. 
Absent,  Major  Anderson,  Uuile  I  States  Army. 


MILITARY    ACADEMY    AT    WEST    POINT.  14^ 

Subsequent  to  the  adjournment  of  the  Commission  on  the  5th  Sep- 
tember, 1859,  a  communication  was  received  from  Captain  A.  W.  Whip- 
ple, Topographical  Engineers,  in  reply  to  the  circular  letter  of  the  23d 
July.     (Appended  and  marked  AF.) 

A  communication  was  also  received  from  Brevet  Colonel  R.  E.  Loe^ 
United  States  Army,  in  reply  to  circular  letter  of  the  18th  July.  (Ap- 
pended and  marked  N^) 

The  report  was  signed,  and  the  Commission  adjourned  sine  die. 

Attest: 

A.  A.  HUMPHREYS, 
Capi.  Corps  Top'l  Uiifj.,  U.  S.  A.,  member  of  the  Commission. 


West  Point,  July  20,  ISGO. 

Gentlemen:  The  subjects  taught  in  the  drawing  department  of  the 
United  States  ]Mi]itary  Academy  are  topographical  and  land.sca])e  draw- 
ing, and  such  education  of  the  eye  as  may  be  attained  by  the  use  of  the 
lead  pencil,  pen  and  ink,  and  colors. 

Tbe  course  of  instruction  begins  with  the  third  class,  which  is  divided 
into  two  equal  parts  and  taught  on  alternate  days.  They  commence 
with  the  conventional  signs  in  topography,  and  are  instructed  in  the 
method  of  representing  the  various  kinds  of  ground,  water,  and  other 
objects,  embracing  water  and  rocky  shore,  water  and  sandy  shore, 
ponds,  marsh,  forest,  slopes,  cleared  land,  orchards,  cultivated  land, 
garden,  villages,  and  cities.  These  drawings  are  made  with  the  lead 
pencil,  and  are  of  the  same  size  as  the  models  with  the  heading  aud 
names  of  the  topographical  signs  carefully  lettered. 

After  they  are  in  some  degree  familiar  with  the  mode  of  expressing 
the  various  surfaces  of  the  earth,  they  are  required  to  make  a  careful 
drawing  with  pen  and  Indian  ink  from  one  of  tlie  models  prepared  for 
that  purpose,  in  which,  besides  the  varied  surface  of  the  ground,  are 
road,  bridge,  canal  and  lock,  »S:c. :  and  to  those  who  most  excel  in 
making  this  drawing  are  given  the  more  elaborate  models  of  "  Sagonte  " 
and  ''  Tenegone,"  embracing  mountain,  field,  and  ravine,  aud  where  the 
military  approaches  and  defenses  are  distinctly  indicated. 

On  tbe  completion  of  this  part  of  the  course,  they  are  then  instructed 
in  the  use  of  the  brush  and  colors  in  topography — the  conventional 
tints,  aud  the  mauner  of  shading  the  various  slopes  of  the  ground  ;  and 
when  the  spring  is  sufficiently  advanced  to  go  out,  they  are  taken  into 
the  field,  and  with  the  prismatic  comjiass,  instructed  in  its  use,  and  the 
method  of  making  a  topographical  sketch  of  the  ground  in  the  neii;h- 
borhood  of  the  Academy,  from  which  some  of  the  most  i)roficient  make 
larger  colored  drawings. 

The  courseof  topography  has  been  so  arranged  as  to  be  taught  at  the 
same  time  that  the  class  is  learning  surveying,  aud  the  use  ot  m:ithe- 
matical  instruments  in  shades  and  shadows,  aud  consequently,  when 
they  become  the  second  class,  are  instructed  in  landscape  drawing  after 
they  have  learned  perspective.  They  are  tauglit  both  the  vertical  and 
horizontal  system  of  representing  the  surface,  and  are  engaged  alto- 
gether about  185  hours. 

The  second  class  is  instructed  in  landscape  drawing  in  progressive 
studies  on  form,  light  and  shade,  and  color.  The  elenientary  studies 
occupy  about  GO   hours;  practice  with  lead  isencil  in  light  ami   shade, 


150  MILITARY    ACADEMY    AT    WEST    POINT. 

about  110  hours;  practice  with  briisli  and  colors  from  coU)rc(l  models, 
I'roni  solids,  and  in  sketching  from  nature,  about  200  hours,  which  com- 
pletes the  course  of  drawing  as  now  taught  at  the  Academy. 

With  regard  to  the  second  question,  1  would  respecilully  suggest  that, 
as  the  most  proficient  in  drawing  do  not  necessarily  stand  among  the 
highest  when  in  the  lirst  class,  a  section  n)ight  be  formed  of  the  lirst 
ten  of  that  class,  and  taken  out  into  the  field  in  iSeptember,  or  any 
more  convenient  time,  and  such  practical  instruction  given  to  them  as 
Avould  promote  their  usefulness  in  the  corps  to  which  they  might  be  at- 
tached. 

Question  3.  As  all  the  drawings  are  made  under  the  immediate  eye 
of  the  instructor,  and  as  the  aptitude  of  cadets  vary  very  much,  the 
method  of  instruction  is  consequently  at  the  same  time  both  theoretical 
and  inactical. 

Question  4.  The  practical  instruction  is  given  as  early  in  the  spring 
as  the  weather  will  permit.  The  third  class  receive  it  during  the  mouth 
of  April,  and  the  second  class  in  May,  either  from  the  windows  of  the 
drawing  academy  or  in  the  field. 

Question  5.  With  regard  to  the  time  given  to  the  study  of  drawing, 
as  so  much  depends  ou  practice  that  very  little  proficiency  can  be  rea- 
sonably expected  without  it ;  and,  as  the  cadets  are  uot  permitted  to 
draw  in  their  own  rooms,  or  out  of  the  time  allotted  for  that  purpose  in 
the  drawing  academy,  I  see  no  reason  for  reducing  it,  but,  on  the  con- 
trary, think  that  it  uiight  be  so  far  increased  by  continuing  the  instruc- 
tion to  the  head  section  of  the  first  class,  for  at  least  a  short  time,  as 
■would  be  highly  beneficial. 

In  reply  to  question  C.  The  cadets  of  the  third  class  are  occupied  ten 
hours  every  two  weeks,  and  those  of  the  second  class  ten  hours  each 
week,  which  is  one  day  less  in  each  week  than  they  formerly  had. 

Question  7.  I  do  not  think  the  time  required  in  drawing  is  too  much, 
nor  can  I  suppose  it  an  overtax  with  reference  to  the  demands  made 
upon  the  cadets  by  the  other  departments. 

The  modification  that  would  be  necessary  to  enable  the  first  ten  or 
twelve  members  of  the  first  class  to  practice  in  the  field  might  be  so  ar- 
ranged as  to  come  between  tw^o  and  four  o'clock  during  the  months  of 
September  or  October. 

Question  8.  I  have  no  opportunity  of  knowing  whether  the  cadets  are 
overtaxed  in  the  lessons  they  are  required  to  study  in  quarters  or  not, 
as  this  can  only  be  estimated  by  the  character  of  their  daily  recitations  ; 
but,  as  far  as  I  am  able  to  judge  in  the  examination  hall, it  seems  to  me 
that  the  ethical  department  is  overburdened  ;  and  with  regard  to  tactics, 
as  it  runs  through  the  whole  term  of  five  years,  it  appears  to  be  more 
than  is  suflBcieut  for  the  subject. 

Question  9.  In  order  to  perform  the  duty  of  instructing  a  part  of  the 
first  class  in  drawing  from  nature,  an  additional  assistant  would  be  re- 
quired ;  indeed  the  necessity  already  exists,  for  it  is  barely  possible  when 
either  myself  or  one  of  my  assistants  is  in  the  field,  for  the  two  remain- 
ing in  the  drawing  academy,  with  from  sixty  to  seventy  cadets,  to  give 
the  necessary  instruction,  and  at  the  same  time  maintain  proper  dis- 
cipline and  order. 

Eespectfully  submitted, 

EOBEET  W.  WEIR, 

Professor  of  Draining. 
United  States  Military  Academy  Commissioners. 


MILITARY    ACADEMY    AT    WEST    POINT.  151 

B. 

Tlie  following  memoraudiim  embraces  in  outline  the  general  views  of 
Mr.  G.  W.  Smith,  in  regard  to  instruction  of  cadets  at  the  United  States 
Military  Academy. 

First.  Be  strict  in  preliminary  examination,  and  stop  the  practice  of 
arithmetic ;  not  that  they  are  to  be  tajught  these  branches  after  ar- 
riving at  this  place,  previous  to  their  examination. 

/Second.  The  course  should  be  four  years.  Five  is  too  long  to  keep  a 
young  man  subjected  to  tlie  restraint  and  confiuement  of  cadet  life.  It 
is  too  short  a  period  for  the  purpose  of  completing  a  iirofessional  and 
collegiate  education  ;  too  short  for  making  experienced,  skillful,  and  ac- 
complished soldiers,  engineers,  chemists,  asti'onomers,  &c.  Thoroughly 
educated  physicians  and  lawyers  are  not  graduated  at  colleges.  Insti- 
tutions of  learning  for  boys  and  young  men,  whether  colleges,  academies, 
or  universities  are  intended  now  for  training  the  mind  and  laying  the 
groundwork  of  general  principles,  and  teaching  pupils  how  to  learn, 
than  for  the  purpose  of  turning  out  accomplished  scholars  and  profes- 
sional experts. 

This  principle  has  been,  to  a  certain  extent,  lost  sight  of  by  those  in 
authority  at  the  Military  A.cademy,  as  well  as  by  professors  in  most  of 
our  colleges  and  universities.  They  have  by  little  and  little  fallen  into 
the  error  of  teaching  too  many  things  ;  they  cover  too  much  ground. 

The  most  serious  objection  to  the  "  five  years"  is  that  it  tends  tocramp, 
discourage,  and  weary,  at  a  period  of  life  when  developing  manhood  re- 
quires contact  with  the  practical  world. 

Every  officer  who  has  graduated  at  this  institution  cannot  but  remem- 
ber how  crude,  and  in  most  cases  entirely  erroneous,  were  all  his  views 
and  opinions  of  men  and  things  as  they  really  exist.  A  certain  degree 
of  this  kind  of  thing  may  be  well  enough  in  weaning  the  embryo  officer 
from  local  home  notions. 

But  there  is  imminent  danger  in  this  thing  being  carried  too  far. 
Au  officer  of  the  Army  should  be  by  education  pre-eminently  a  practical 
man  of  the  world.  The  strain  is  too  great  on  five  years  of  West  Point 
discipline ;  the  inevitable  effect  is  to  deaden,  and  in  many  cases  to 
crush  out  all  the  energies  and  buoyant  hope  of  manhood,  leaving  be- 
hind a  fossil  instead  of  an  enthusiastic  young  soldier. 

If  we  must  have  five  years,  then  in  the  name  of  all  that  is  reasonable, 
let  the  cadets  be  bievetted  officers,  during  the  fifth  year,  and  let  their 
studies  be  light. 

Third,  The  great  change  required  in  the  course  of  instruction  is  this, 
viz,  "  to  cover  less  ground."  "  Learn  little,  but  learn  well,"  is  a  text 
upon  which  a  long  sermon  could  be  preached,  and  is  moreover  good 
sense  and  sound  philosoi)hy.  The  professors  and  assistants  as  a  general 
rule  should  teach  more,  and  there  should  be  less  reciting  for  a  mark. 
A  cadet  should  be  marked,  if  possible,  upon  what  he  really  knows  and 
thoroughly  and  practically  comprehends  at  the  time  he  leaves  the  reci- 
tation room,  rather  than  upon  the  crude  notions  .with  which  he  gener- 
ally comes  there. 

Fourth.  Again,  it  is  of  great  importance  that  professors  should  wisely 
discriminate  between  different  parts  of  the  course.  There  are  in  every 
subject  certain  leading  facts,  general  principles,  important  propositions, 
and  occasionally  fundamental  rules  or  formula  with  which  every  cadet 
should  be  as  familiar  as  A,  B,  C,  or  the  multiplication  table.  Without 
a  perfect  knowledge  of  these,  a  cadet  should  be  inevitably  found  de- 
ficient .ind  dismissed.     On  the  other  hand  there  are  many  things  neces- 


152  MILITARY    ACADEMY    AT    WEST    POINT. 

sarily  contained  in  every  thoroup;!!  course,  the  existence  of  which  it  is 
alono  tiocessaiy  for  the  ca(h»t  to  know.  Between  these  limits,  there  is 
a  wide  niaigin  for  niaUinjjf  up  class  rank. 

Fifth.  A  board  can  to  a  certain  extent  lay  down  the  limits  between 
which  the  various  subjects  are  to  be  taufjht,  but  much  must  necessarily 
be  left  to  the  jnd<iment  and  discretion  of  the  i)rofessor,  who  should  go 
to  his  work  thoroughly  impressed  with  the  belief  that  it  is  better  one 
single  thing  should  be  learned  thoroughly,  than  that  a  hundred  or  even 
a  thousand  should  be  crammed  into  the  mind  undigested  and  mis- 
understood. It  is  the  physicial  and  mental  man,  and  not  what  he  can 
talk  of  X  and  Y,  or  of  war,  that  is  important. 

Sixth.  Professors  should  as  far  as  practicable  be  military  men,  and 
they  should  retain  their  Army  nmk.  Professors  now  at  the  Academy 
should  be  restored  to  the  places  thi-y  would  have  occupied  had  they  not 
been  compelled  to  resign  their  commissions.  Any  olhcer  appointed  a 
professor  should,  during  the  continuance  of  such  appointment,  be  ex 
officio  major  of  engineers;  all  assistant  i)rofessors,  ej?  officio  captains. 
The  professors,  as  a  general  rule,  to  serve  for  ten  years,  assistant  pro- 
fessors for  four  years.  Every  professor  should  when  on  duty  wear  the 
uniform  of  a  major  of  engineers,  or  that  of  his  Army  rank.  The  chap- 
lain should  not  be  a  professor;  there  should  be  a  professor  of  English 
studies  instead.  The  cadets  should  be  drilled  in  the  ranks  as  private 
soldiers  for  the  first  two  years  only.  The  third  year  they  should  be  non- 
commissioned oflicers,  the  fourth  year  officers. 

/Seventh.  Three  encampments — say  seven  months,  are  d'-n'oted  exclu- 
sively to  military  instruction  ami  exercises.  In  barracks  reveille  should 
be  at  5^  a.  m.,  supper  at  6^  p.  m.,  call  to  quarters  at  7,  and  tattoo  at 
10  p.  m. 

There  should  be  no  cadet  guard  during  the  academic  term,  and  no 
dress  parades,  excepting  the  Sunday  morning  inspection. 

By  lighting  the  two  large  halls,  the  time  between  4  and  0  p.  m.  can 
be  made  available  in  all  weather  and  at  all  seasons  of  the  year. 

To  faciltate  the  exercises  and  practice  in  artillery  and  cavalry,  there 
should  be  a  full  complement  of  horses  and  soldiers  for  each,  entirely 
separate,  and  let  an   artillery  officer  command  the  one,  and  a  cavalry 
ofhcer  the  other;  both,  of  course,  under  the  commandant. 
Eighth.  First  year —  8  to  11.  Mathematics. 

11  to    1.  Hiding,  gymnastics,  fire  arms,  &e. 
2  to    4.  Keadiug,   writing,   spelling,    grammar, 

and  geographj'. 
4  to    6.  Infantry  drill,  infantry  tactics,  bayonet 
exercise,  &c. 
Second  year —  8  to  11.  Mathematics. 
11  to    1.  French. 

2  to    4.  Drawing — more  by  rule,  more  teaching 
and  instruction,  by  lecture  and  from 
books. 
4  to    0.  Infantry  and  cavalrj' and  artillery  drills 
and  tactics. 
Third  year —  8  to  11.  Natural  and  experimental  philosophy. 
11  to    1.  Neither  recitation  nor  exercise. 
2  to    4.  Chemistry,  mineralogy,  and  geology. 
4  to    G.  Non-commissioned  officers' and  military 
exercises. 
Fourth  year —  8  to  11.  Military  and  civil  engineering. 

11  to    1.  Gunnery,  alternating  with  Spanish. 


MILITARY    ACADEMY    AT    WEST    POINT.  153 

2  to  4.  (Before  January.)  Military  campaigns, 
strategy,  grand  tactics,  composition 
of  armies,  military  administrations, 
&c.,  &c. 

The  latter  branches  being  tanght  as  now,  by  the  oflicers  on  duty 
in  the  tactical  department,  under  the  general  supervision  of  the  com- 
mandant. 

Fourth  year — Four  to  six.  Company  officers  and  military  exercises. 
Practical  engineering  should  be  taught  during  the  encampments.  The 
cadets  should  be  allowed  recreation  between  reveille  and  breakfast,  in 
addition  to  i)reseut  time  allowed. 

In  the  first  year  there  would  be,  for  recitation  and  study,  8  hours 

for  recreation  and  meals,    4^    " 
for  military  exercises,  4       " 

for  sleep,  7J    " 

In  the  second  .year  there  would  be,  for  recitation  and  study,     8  hours. 

for  drawing,  2       " 

for  recreation  and  meals,     4i     " 
for  military  exercises,  2       " 

for  sleep,  7J     " 

In  the  third  year  there  would  be,  for  recitation  and  study,    10  hours. 

for  recreation  and  meals,     4i     " 
for  military  exercises,  2 


for  sleep 


ii 


In  the  fourth  year  there  would  be,  for  recitation  and  study,  10  hours. 

for  recreation  and  meals,  4^  " 
for  military  exercises,  2  " 
for  sleep,  7^    •' 

Xinth.  During  all  recreation  hours  cadets  should  be  allowed  to  walk 
on  the  public  lands. 

Except  during  inspection  and  church,  the  whole  of  Sunday  until  the 
call  to  quarters  in  the  evening  should  be  a  day  of  recreation  as  well  as 
rest.     Saturday  evening  should  be  given  to  recreation  until  tattoo. 

Demerit  should  not  count  in  standing.  Punishments  should  be  sum- 
mary and  severe,  increased  largely  on  repetition  of  offenses.  Let  100 
demerit  in  six  months  dismiss,  as  new.  Watch  and  suspect  cadets  less; 
put  them  on  the  footing  of  men  responsible  for  their  actions;  and  for 
breach  of  faith,  i)revarication,  or  any  ungentlemanly  conduct,  let  it  be 
understood  that  dismissal  is  inevitable.  In  general,  let  fewer  orders  be 
given,  but  see  to  it  that  none  are  habitually  disobeyed,  and  that  all 
intentional  neglect  and  disobedience  is  promptly  and  severely  punished. 
Anything  like  espionage  by  inferiors  should  be  religiously  avoided, 
and  superiors  should  always  be  exceedingly  careful  to  avoid  all  ap- 
pearance of  taking  undue  means  for  spying  out  delinquencies.  Cul- 
tivate, above  all  things,  in  the  cadet,  a  manly  candor  and  honorable 
regard  for  truth,  without  which  there  can  be  no  soldierly  pride  and 
spirit. 

This  is  a  hard  course  ;  but  with  competent  and  judicious  professors 
and  teachers,  without  cramming,  will  make  men,  and  eventually  good 
officers,  of  all  graduates. 

A  programme  of  time  being  determined  upon,  it  would  be  proper  to 
thoroughly  examine  the  programmes  of  studies  made  out  by  the  differ- 
ent courses,  which   must  of  necessity  be  left  in  a  great  degree  to  the 


154  MILITARY    ACADEMY    AT    WEST   POINT. 

several  professors,  to  be  regulated  by  a  board,  if  necessary,  from  time 
to  time — say  annually,  just  after  the  June  examination. 

In  ease  it  is  determineil  that  the  cadets  n)ust  stay  at  West  Point  five 
years,  I  would  let  them  bebrevetted  second  lieutenants  at  the  end  of  the 
fourth  year,  and  would  f;ive  them  furlough  till  the  1st  of  September 
following.  Gunnery  should  be  laken  out  from  11  to  1  and  put  in  from 
L*to  4,  before  January,  in  the  fourth  year;  Kent,  Constitution,  l)e  IJart, 
&e.,  L'  to  4,  after  January,  fourth  year;  and  Spanish,  and  military  cam- 
paigns, strategy,  «S:c.,  taken  out  of  the  fourth  year. 

Fifth  year — ''  Ollicers"  to  be  otlicers  in  charge  and  officers  of  the  day, 
to  drill  the  battalion,  the  batteries,  at  cavalry,  &c.,  and  superintend 
military  instruction  and  exercises  generally  as  assistants  to  the  regular 
instructors.  To  take  their  meals  at  the  oflicers' mess ;  to  live  entirely 
separate  from  the  cadets,  and  be  subject  to  that  discipline  and  control 
usually  im[)osed  upon  officers,  and  no  more. 

This  year,  8  to  11 — lectures  on  military  campaigns,  battles,  marches, 
&c. — one  at  least  of  C;esar,  Frederick,  and  all  of  yai)oleon ;  one  or  more 
in  United  States,  «S:c.,  including  strategy,  grand  tactics,  &c. 

Art  of  war  taught  by  an  officer  of  the  general  staff  of  the  Army. 

Two  to  four,  before  January — Comiiosition,  elocution,  and  lectures  on 
literature. 

Two  to  four,  after  January — Spanish. 

This  would  hardly  pay — could  do  no  great  harm  to  the  cadet,  but 
would  keep  forty  or  lilty  officers  out  of  service  annually. 


C. 

West  Point,  N.  Y.,  July  24,  1860. 
Sir  :  I  have  the  honor  to  reply  to  the  questions  submitted  by   the 
United  States  Military  Academy  Commission,  as  follows  : 

1.  "  Do  you  consider  that  the  training  at  the  Academy  is  well  adapted 
to  the  physical  development  of  the  cadet  f 

Answer.  I  do — eminently  so.  It  cannot  be  denied  that  a  certain 
amount  of  physical  exercise  is,  at  all  ages,  conducive  to  health  and  the 
due  performance  of  the  animal  functions,  and  also  at  the  period  inter- 
vening incipient  puberty  and  manhood,  essentially  requisite  to  full  and 
perfect  muscular  develoj)ment.  In  elegance  of  form  and  proportion, 
with  capabilities  of  endurance,  it  would  be  difficult  to  select  an  equal 
number  of  the  same  age  at  anj'  other  institution  to  compare  with  a 
graduating  class  at  the  Military  Academy.  The  remarkable  exemption 
of  Army  officers,  graduates  of  West  Point,  from  tubercular  disease  of 
the  lungs,  can  be  accounted  for  in  no  other  way  than  by  the  physical 
training  they  have  had  while  at  the  Military  Academy — a  pathological 
fact  of  great  interest  to  the  Army  medical  officer  and  to  the  profession 
in  general,  suggestive  of  the  proper  course  to  be  advised  to  those  hav- 
ing hereditary  tendencies  to  pulmonary  affections. 

The  hospital  records  at  W^est  Point  exhibit  eleven  deaths  among  the 
cadets  from  1840  to  18G0.  Inclosed  herewith  is  an  extract  from  hospital 
register, 

I  "  have  observed  no  indications  of  mental  or  jjhysical  overwork,  or 
any  injurious  effects  resulting  from  the  course  of  instruction  or  discipline 
pursued  at  the  Military  Academy',  and  have  no  modifications  or  changes 
to  suggest." 

2.  I  "  have  no  modifications  or  changes  to  suggest  in  regard  to  the 
qualifications  for  admission  to  the  United  States  Military  Academy." 


MILITARY    ACADEMY    AT    WEST    POINT.  Ic5 

It  may  be  proper  to  state  that  I  have  been  on  duty  at  West  Point 
"but  a  short  time,  and  therefore  have  had  limited  o[)portiiuities  for  ob- 
servation. 

Very  respectfully,  your  obedient  servant. 

CHS.  McDOUGALL, 

Surgeon,  U.  8.  A. 
First  Lieutenant  J.  C.  Ives, 

U.  S.  Topographical  Engineers,  « 

Secretary  U.  S.  Military  Academy  Commission. 

Cadets  of  the  United  States  Military  Academy  deceased  from  1840  to  18G0. 

1840.  September  11.    Dysentery 1 

1841.  September  9.     Dysentery 1 

November  3.     Fever,  continued   ...,,..   1 

1845.     January  20.     Pneumonia 1 

July  17.     Drowned    1 

1849.     March  15.    Typhoid  fever 1 

July  25.     Dysentery 1 

September  1 8.     Cholera 1 

1853.     June  24.     Phthisis  pulmonalis 1 

1855.     June  12.     Congestio  cerebri 1 

1857.     Ma^'  24.     Phthisis  pulmonalis 1 

RECAPITULATION. 

Deaths  from  continued  fever 1 

typhoid  fever , , 1 

cholera 1 

dysentery 3 

pneumonia 1 

phthisis  pulmonalis.-- 2 

congestio  cerebri 1 

drowned 1 

Total  deaths  in  twenty  years 11 

CIl'S  McDOUGALL, 

Surgeon,  U.  S.  A. 


D. 

Fort  Columbus,  New  York  Harbor, 

July  23,  1860. 

Sir:  In  answer  to  your  circular  of  the  18th  instant,  received  yester- 
day, I  have  respectfully  to  submit  the  following: 

I  shall  not  attempt  to  make  suggestions  in  reference  to  the  science 
and  literature  that  should  occupy  the  cadets,  those  matters  being  al- 
ready in  the  ablest  hands,  but  I  propose  to  submit  to  your  honorable 
Commission  a  few  remarks  resulting  from  a  somewhat  long  and  ob- 
servant experience  on  some  of  the  consequences  of  the  course  at  present 
pursued  at  West  Point. 

Under  the  f)ur  years'  rule  I  think  the  sudden  transition  from  the 
highest  state  of  mental  tension  to  one  of  perfect  inactivity,  which 
occurs  in  most  cases  on  the  graduation  of  a  cadet,  is  exceedingly  inju- 
rious, leaving  a  void  that  is  too  often  tilled  up  with  an  undue  gratifi- 
cation of  the  licentious  passions,  or  else  by  the  trashy  literature  with 
which  our  country  is  flooded,  and  which  is  not  less  injurious  to  the  mind 


loG  MILITARY    ACADEMY    AT    WlvST    POINT. 

than  the  othor  is  to  the  morals.  To  obviate  this,  a  lilth  year  shonhl  be 
added,  and  devoted  to  actinirin;?  a  practical  knowledge  of  all  the  duties 
of  the  new  position  they  are  to  occupy,  including  a  thorough  knowledge 
of  martial  law  and  courts  martial. 

During  this  year  the  cadets  should  be  allowed  a  greatly-increased 
liberty,  closely  assimilated  to  that  of  the  jijnior  oflicers  at  a  military 
post,  with  permission  and  op[>ortunity  to  use  the  pos^t  library  at  dis- 
cretion. 

But  the  feature  in  the  organization  of  the  Military  Academy  that  is 
most  to  be  de|)re(!ate<l,  and  which  every  proud  man  and  brave  soldier 
belonging  to  the  infantry  arm  feels  most  poignantly,  is  the  non-repre- 
sentation of  the  infantry  there.  Surely  there  is  intelligence  and  char- 
acter enougii  in  that  arm  to  furnish  representatives  pro  rata  with  its 
strength  in  the  Army,  and  1  contend  that  such  represeutation  is  of 
primary  importance  to  its  respectability  and  usefulness. 

At  present  even  the  infantry  tactics  is  taught  by  ollicers  of  other 
corps,  while  its  representation  is  confined  to  a  few  subalterns,  takeu 
almost  hap  hazard,  and  who,  though  full  of  industry  and  zeal,  have 
neither  the  antecedents  nor  i)Osition  necessary  to  inculcate  in  the  cadets 
a  proper  appreciation  of  its  merits.  The  commandant  of  the  corps 
exercises  a  more  important  influence  on  the  military  character  and 
opinions  of  the  junior  oflicers  of  the  Arm^y  than  any  other  individual, 
and  his  duties  being  mainly  those  of  an  infantry  ofticer,  it  is  only  by 
reflecting  on  the  oflicers  of  that  arm  that  he  cau  be  taken  froru  any 
other.  So  also  of  the  officers  commanding  cadet  companies;  they 
teach  the  infantry  drill  and  discipline — duties  that  cannot  be  given  to 
those  of  another  arm  without  an  inferred  inferiority;  and  I  contend 
further,  that  instead  of  thus  detracting,  by  implication,  from  its  char- 
acter, the  best  interests  of  the  service  and  the  Academy  require  that 
it  should  be  fostered  and  supported  above  all  others. 

Scattered  over  the  whole  country,  the  officers  of  infantry,  except  the 
superannuated  and  a  few  successful  sycophants,  are,  as  a  general  rule, 
kei)t  on  the  frontier,  where  they  can  neither  be  known  nor  heard,  and 
are  thus  cut  off  from  all  the  advantages  derived  from  a  fair  comparison 
of  their  merits  and  capacity  with  their  brethren  of  other  corps,  as  well 
as  from  those  individual  influences  that  are  (unhappily)  so  potent  in 
the  awards  of  favors  and  promotion.  This  is  not  the  case  with  the 
other  arms  of  the  service;  the  artillery  and  staff  corps  serve  at  home, 
■where  they  are  seen  and  known  by  the  people,  and  appreciated  prop- 
erly. And  to  the  mounted  cori)s  a  factitious  importance  is  attached 
by  common  consent,  which,  in  connection  with  the  fact  that  it  is  the 
arm  from  which  all  generals  are  made,  places  it  above  the  necessity  of 
seeking  aid  from  the  Military  Academy. 

I  am,  sir,  very  respectfully,  your  obedient  servant, 

■      TH.  H.  HOLMES, 

Major  Eighth  Infantry. 

J,  C.  Ives,  First  Lieut.  Topo<fl  Engineers, 

^Yest  Point,  JSFeiv  York. 


E. 

West  Point,  New  York, 

July  24,  1800. 
Sir:  1  have  the  honor  to  return  the  following  replies  to  the  questions 
contained  in  your  letter  dated  July  18: 
First.  The  subjects  taught  in  my  department  are  :  The  practical  oper- 


MILITARY   ACADEMY    AT    WEST    POINT.  157 

ations  of  a  siege,  the  construction  of  military  bridges,  field  fortifications, 
and  military  surveying. 

The  first  comprises  the  construction  of  siege  material,  as  gabions, 
facines,  «S:c. ;  tracing  and  executing  the  v-arions  kinds  of  trenches,  saps, 
batteries,  &e.,  employed  in  the  attack  of  a  fortified  place;  sinking  shafts, 
running  galleries,  and  firing  mines. 

The  second,  the  construction  of  ponton,  trestle,  raft,  and  flying 
bridges. 

The  third,  tracing  and  profiling  field  works,  posting  Avorking  parties. 

The  fourth,  the  use  of  instruments  in  field  sketching,  manner  of  mak- 
ing a  sketch  of  a  military  position. 

With  regard  to  the  second  question:  The  course  of  instruction  in 
practical  engineering  is  certaiidy  very  limited,  especially  for  those 
cadets  who  are  destined  for  the  staff  corps;  but  under  the  present 
organization  of  the  Academy  I  do  not  think  any  alteration  could  be 
made  without  interfering  materially  with  some  of  the  other  depart- 
ments. 

Third.  The  method  employed  in  giving  the  above  instruction  is  as 
follows: 

Five  practices  in  survey  of  a  military  position:  Measuring  abase  line 
with  a  chait),  ami  by  pacing;  taking  the  bearings  of  prominent  objects 
with  prismatic  compass  from  each  extremity  of  base  line;  noting  the 
features  of  the  ground;  making  a  rough  sketch  on  the  ground  of  the 
position. 

Making  an  itinerary  of  a  route:  For  this  purpose  each  section  is  con- 
ducted over  some  road  leading  to  the  above  position,  accom[)auied  by  a 
wagon  to  which  an  odometer  is  attached.  At  every  change  of  direction 
in  the  road  the  distance  marked  by  the  odometer  is  noted,  and  the  bear- 
ing of  the  course  taken  by  a  prismatic  or  pocket  compass.  The  dis- 
tances to  objects  of  interest  on  either  side  to  be  estimated.  Each  cadet 
is  required  to  make  a  sketch  of  the  route,  on  which  he  represents  the 
road,  with  its  true  direc'.ion,  all  water-courses,  forests,  mountains,  de- 
files, &c.,  in  the  vicinity  of  the  road  ;  also,  each  point  on  the  route  on 
which  a  camp  could  be  established;  giving,  in  side  notes,  all  the  in- 
formation concerning  the  road  and  country  passed  over  which  would  be 
of  interest  in  a  military  point  of  view. 

Six  practices  in  tracing  and  profiling  field  works,  and  the  manner  of 
posting  the  working  parties  for  executing  the  same. 

Nine  practices  in  modeling  in  sand  to  a  given  scale  the  various  field 
works,  batteries,  and  other  works  of  attack  and  defense. 

During  the  month  of  August  each  cadet  is  required  to  make  one 
gabion,  one  sap  fagot,  one  hurdle,  one  sand  bag,  one  fascine  of  each  kind, 
and  to  assist  in  making  and  filling  one  sap  roller. 

The  time  remaining  after  the  above  is  completed  is  occupied  in  the 
construction  of  military  bridges. 

As  there  are  no  recitations  in  this  department,  questions  5,  G,  7,  and 
8  are  not  applicable  to  it. 

In  reply  to  the  last  question,  I  would  propose  that  cadets  assigned  to 
the  staff  cor{)s  be  retained  at  this  post  tor  one  year  after  graduating,  to 
receive  a  thorough  course  in  practical  engineering  and  the  duties  of  the 
observatory. 

KespectfuUy  submitted. 

J.  C.  DUAXE, 
Lieut.  ojEng.  and  Inst.  Prac.  Engineering. 

First  Lieutenant  J.  C.  Ives, 

Secretary  of  the  U.  S.  Militanj  Academy  Commission. 


158  MILITARY    ACADEMY    AT    WEST   POINT. 

Headquarters  of  the  Army,  July  25,  ISGO. 

Sir:  I  have  tlio  lienor  to  acknowledge  your  letter  on  the  i)iirt  of  the 
Coininissio!!,  asking  nie  to  state  "what  nioditications  or  changes  in  the 
organizatio:),  system  of  tlisci[>line,  and  conrse  of  instruction  at  the  Acad- 
emy are,  in  your  [my|  o])inion,  desirable  to  secure  to  the  Army  otlicers 
best  qualilied  to  pertbrm  their  various  duties,  and  to  meet  all  their  re- 
sponsibiliiies." 

Although  I  have  had  an  outside  acquaintance  with  the  Military  Acad- 
emy ot  forty  odd  years,  and  have  often,  as  a  visitor,  i)resided  at  its 
annual  examinations,  yet  never  having  had  tl'.e  benefit  of  being  a  cadet, 
nor  of  holding  particular  discussions  with  the  l)etter  informed  on  the  in- 
quiries presented  by  your  letter,  it  is  with  much  self  distrust  that  I  offer 
a  reply. 

On  a  preliminary  point,  however,  I  can  speak  without  hesitation,  and 
with  the  utmost  confidence.  Hence,  I  give  it  as  my  fixed  opinion,  that 
but  for  our  graduated  cadets,  the  war  between  the  United  States  and 
Mexico  might,  and  probably  would,  have  lasted  some  four  or  five  years, 
with,  in  its  first  half,  more  defeats  than  victories  falling  to  our  share; 
whereas,  in  less  than  two  cami)aigns,  we  conquered  a  great  country  and 
a  ])eace,  without  the  loss  of  a  single  battle  or  skirmish. 

I  am,  however,  far  from  holding  that  the  Academy,  notwithstanding 
its  great  resultss  in  war,  and  its  diffusion  of  many  of  tiie  higher  arts 
of  peace  throughout  the  laud,  is  not  susceptible  of  certain  interior  ameli- 
orations; but  for  the  reasons  already  mentioned,  I  do  not  feel  sufficient 
confidence  to  suggest  more  than  one  or  two  improvements. 

Jt  is  known  to  everybody  that  in  many  congressional  districts 
sparsely  populated,  common  schools  are  necessarily  too  distant  for 
the  convenient  attendance  of  the  greater  number  of  boys;,  yet  such 
districts  send  their  quotas  of  candidates  to  West  Point  for  admission, 
many  of  whom  fail  to  pass  the  preliminary  examination,  although  the 
preparatory  knowledge  required  is  at  the  minimum  for  a  four  years' 
course.  So,  also,  many  other  ai)poiutees  present  themselves,  who 
though  bright  and  eager  for  learning,  are,  from  the  poverty  of  their 
families,  sent  forward  equally  without  the  necessary  preparation.  The 
many  rejections  at  the  first  examination,  and  the  still  greater  number 
of  failures  after  admission,  clearly  referable  to  bad  habits  contracted  at 
home — the  results  of  defective  family  discipline,  so  common  throughout 
our  country — have  long  spread  so  general  a  prejsidice  against  the  Acad- 
emy, that  it  would  certainly,  b^- this  time,  have  been  altogether  abol- 
ished but  for  the  admiration  won  by  graduates  in  the  Mexican  war. 
That  generous  and  xJatriotic  feeling,  however,  is  not  likely  to  survive 
the  present  generation  ;  hence  the  necessity  of  finding  some  means  ot 
preventing  or  diminishing  the  annual  growth  of  the  popular  prejudice 
in  question. 

In  my  opinion,  a  preparatory  school  in  the  Academy — a  fifth  class — 
with  a  lower  standard  of  preparatory  knowledge,  together  with  admis- 
sion at  an  earlier  age  (say  fourteen)  before  bad  habits  have  become 
chronic,  would  be  a  proper  and  sutticient  remedy.  Candidates  of  more 
age,  and  better  preparation,  might,  of  course,  be  admitted  into  the 
fourth  class,  as  formerly.  And  in  order  that  the  Army  may  not  be 
diluted,  by  appointments  to  commissions  direct  from  civil  life,  I  beg  to 
add  a  cognate  suggestion,  viz  :  an  increase  of  the  corps  of  cadets  by  the 
appointment  of  oue  annually,  ou  the  nomination  of  every  United  States 
Senator. 


MILITARY    ACADEMY    AT    WEST    POINT.  159 

I  apprehend  tbat  some  legislation  is  necessary  to  prevent  the  Execu- 
tive from  restoring  cadets  who  have  been  tluly  dismissed,  accordinor  to 
law  or  regulation  ;  and  to  stop  the  practice  of  turning  back  deficient 
cadets  to  recommence  the  studies  of  the  previous  year. 

I  will  suggest,  also,  the  probability  of  benefit  from  dividing  the  sub- 
jects now  taught  by  thechai)hun,  and  professor  of  &e.,  &c.,  into  two 
parts,  and  placing  one  of  them  under  another  chaplain,  &c.,  of  a  differ- 
ent sect. 

I  am,  very  respectfully,  yours, 

WINFIELD  SCOTT. 
Lieutenant  Ives, 

Sec'y  to  the  U.  S.  Military  Academy  Commiftsion. 


MiDDLETOWN,  CoNN.,  July  2o,  1800. 

Ski:  Yours  of  the  18th  instant  reached  me  yesterday,  through  the 
Adjutant  General's  Office,  which  is  probably  the  cause  of  so  much  delay. 

I  hasten,  iu  compliance  therewith,  to  give  the  Commission  my  views 
as  to  the  course  of  instruction  at  West  Point  to  "  secure  to  the  Army 
otBcers  best  qualified  to  perform  their  various  duties,  and  to  meet  ail 
their  responsibilities." 

In  the  first  place,  I  deem  it  of  the  utmost  importance  to  our  country 
that  the  officers  of  the  Army  should  come  from  the  whole  country  ;  that 
is  to  say,  that  the  people  from  all  parts  of  the  country  should  be  duly 
represented  in  the  Army.  With  this  view,  I  regard  the  existing  law, 
authorizing  one  cadet  at  the  Academy  always  from  each  congressional 
district,  and  one  from  each  Territory  and  the  District  of  Columbia,  and 
the  appointment  at  large  of  ten  cadets  by  the  President,  as  very  just 
and  unexceptionable.  This  law  was  passed  at  the  time  the  course  of 
instruction  was  fixed  at  four  years,  and  was  enacted,  undoubtedly,  to 
equalize  the  appointments  to  the  Army  among  the  people,  and  afford 
the  President  a  fair  proportion  of  aitpoiutmeuts  for  the  reward  of 
service. 

In  the  second  place,  inasmuch  as  military  knowledge  and  taste  are 
essential  to  make  a  good  officer  or  soldier,  whenever  the  condition  of 
the  country  will  admit,  the  appointments  should  be  to  the  Army  through 
the  Academy,  and  by  ])romotion  of  meritorious'uon-commissioued  ofii- 
cers.  This  method,  under  the  mode  of  appointment  of  cadets  as  above, 
would  best  till  the  Army  from  the  people  at  large,  as  far  as  practicable. 

With  these  views,  I  regard  the  course  of  instruction  extended  to  five 
years  as  injurious,  inasmuch  as  there  are  no  more  graduates  in  five 
years  than  we  had  before  in  four  years ;  and,  of  course,  the  Army  va- 
cancies are  filled  up  by  citizen  appointments,  which  are  not  always 
made  on  principle,  but  mostly  by  favoritism.  The  vacancies  in  the 
Army  by  resignations  and  deaths,  for  the  last  seven  years,  will  average 
fifty  one.  annually,  whereas  the  graduating  classes,  for  the  same  period, 
will  not  probably  average  thirty-five. 

Another  objection  to  the  five  years'  course  is  this:  It  is  extremely 
onerous  to  young  men  entering,  from  sixteen  to  twenty-one  years  of 
age,  with  good  jihysical  ability,  and  talent  corresponding,  as  they  must 
have,  to  remain  five  years  in  such  an  institution,  subjected  to  so  many 
deprivations,  from  which  most  colleges  in  the  country  are  exempt.  1 
now  refer  to  associations  with  citizens  and  intercourse  with  the  world. 
Argument  hero  is  unnecessary. 


IGO  MILITARY    ACADEMY    AT    WEST    POINT. 

It  only  reiniiins  now  to  show  that  four  years  is  ample  to  make  jjood 
olliccrs  for  tlie  Army  as  a  body  competent  to  all  the  demands  of  the 
service,  "  and  to  meet  all  their  responsibilities."  To  this  end  I  have 
only  to  cite  the  career  of  our  Army  in  the  Mexican  war,  the  oflicers  of 
which  mostly  entered  tlie  Academy  between  the  ajjes  of  fourteen  and 
twenty-one.  And  I  make  no  hesitation  in  the  assertion  that  there  was 
no  failure  in  the  undertaking?  of  any  military  opt  ration  or  expedition 
during  the  war,  rcsultinf?  from  a  want  of  education  in  the  graduate. 
There  was  oidy  one  thing  in  which  the  graduate  would  have  been  ma- 
terially benefited  in  that  war,  and  that  was  a  knowledge  of  the  Spanish 
language. 

Under  the  old  system  of  four  years,  officers  graduated  in  different 
cori)s  aiul  arms  of  the  service  according  to  their  respective  abilities  and 
qualifications,  and  every  graduate,  even  the  one  at  the  foot  of  his 
class,  had  considerable  knowledge  of  the  exact  sciences,  &c.,  and  their 
application  to  the  art  of  war;  and  the  great  problem  was  solved  of 
obtaining  respectable  talents  and  good  physical  ability,  combined  with 
all  that  was  necessary  in  theorj-  and  practice  to  ejiable  a  graduate  of 
genius  to  pursue  his  particular  talent  and  taste  in  his  particular  arm 
of  service  by  future  study;  but  if  he  had  no  such  ambition,  genius,  or 
state,  an  additional  year  at  the  Academy  would  be  of  no  use  to  him 
and  a  useless  expense  to  the  country,  which  is  an  important  considera- 
tion in  the  good  government  of  a  people. 

I  have  thus  shown  that  four  years  is  long  enough  for  the  good  of  the 
Army  and  country,  in  point  of  time.  It  only  remains  now  to  have  that 
time  properly  employed,  and  not  frittered  away  on  unessential  and 
matter-of-course  things,  and  on  a  useless  attempt  lo  make  the  Academy 
a  finished  school  of  practice  for  every  branch  of  the  Army  profession, 
and  of  rhetoric  and  oratory.  The  Academy  must  be  scientific  and  theo- 
retical, and  combined  with  no  more  practice  than  to  illustrate  princi- 
ples, and  to  afford  a  healthy  action  of  mind  and  body,  and  a  knowledge 
of  the  drill  of  each  arm  of  the  Army  service;  thus  leaving  the  door 
open  to  attain  perfection  according  to  the  genius  and  taste  of  the  gradu- 
ate in  his  future  career.  To  this  end  I  would,  first,  require  the  cadet, 
on  entering  the  Academy,  as  now,  to  be  between  sixteen  and  twenty- 
one  years  of  age,  to  read  and  write  well,  to  understand  the  four  ground 
rules  of  arithmetic,  and  fractions  and  proportion.  He  should  know 
well  the  geogmphy  of  his  own  country,  and  have  a  good  general  knowl- 
edge of  the  geography  of  the  world.  He  should  know  the  history  of 
his  own  country  and  race,  and  have  a  general  knowledge  of  the  history 
of  bordering  nations.  This  much  of  education  is  obtained  all  over  the 
United  States,  at  the  free  and  common  schools,  by  boys  before  they 
attain  the  age  of  sixteen,  if  they  have  ordinary  capacity,  and  therefore 
a  poor  laborer's  son  is  not  exempt  from  admission,  and  the  Academy 
is  open  to  all  the  people.  Second,  I  would  discard  all  the  English 
studies  of  belles-letters,  so  called,  comprising  grammar,  practical  eth- 
ics, compositions,  &c.,  and  devote  the  first  two  years  to  the  mathematics 
and  the  French  language,  and  the  military  drills,  fencing,  and  gym- 
nastics. The  English  language  will  never  be  forgotten  where  it  is 
constantly  spoken  and  translated  from  the  French  and  Spanish.  It 
will  take  care  of  itself,  and  the  best  art  of  reasoning  is  in  the  educa- 
tion of  the  mind  by  mathematical  investigations.  Third,  I  would  do- 
vote  the  thiid  year  to  natural  and  experimental  philosophy,  and  the 
Spanish  language  and  drawing,  and  the  continuation  of  the  military 
drills  and  riding.  Fourth,  I  would  devote  the  fourth  year  to  military 
and  civil  engineering,  chemistry,  and  mineralogy,    Sj)anish  language, 


MILITARY    ACADEMY    AT    WEST    POINT.  161 

drawing,  juanil  science,  and  internatioual  law,  and  the  continuation  of 
tbe  military  drills,  diversified  by  a  healthy  exercise  in  the  field,  in  the 
construction  of  fascines  and  gabions,  and  the  bridging  of  streams. 

In  this  way  I  would  dispose  of  four  years'  tuition  at  the  Military 
Academy,  and  no  more,  and  prepare  young  men  for  a  career  of  future 
usefulness,  either  as  officers  or  citizens,  according  to  their  ambition  in 
life.  They  will  then  have  an  educated  mind,  and  be  "best  <iualified  to 
perform  the  various  duties  and  meet  all  their  responsibilities." 

This  change  can  be  marked  out  in  the  detail  readily  by  the  Academic 
Board.  It  will  relieve  the  chaplain  from  all  classes  exce|)t  the  first,  and 
afford  him  more  time  for  his  clerical  duties,  which  I  regard  as  highly'' 
important  in  such  an  institution  as  this. 

All  which  is  respectfully  submitted  to  the  Commission. 

JOS.  K.  F.  MANSFIELD, 
Colonel  and  Inspector-General,  U.  S.  Army. 

P.  S. — Please  acknowledge  the  receipt  of  this. 


Lieut.  J.  C.  Ives, 

Secretary  of  the  Commission,  do. 


J.  M.,  J.  G. 


H. 

PiKESViLLE  Arsenal,  July  24,  1860. 

Sir:  In  reply  to»the  letter  of  the  United  States  Military  Academy 
Commission,  dated  18th  instant,  requesting  "my  opinion  as  to  what 
modifications  or  changes  in  the  organization  and  course  of  instruction 
at  the  Academy  art^  desirable,"  &c.,  I  have  to  state,  first,  as  regards  the 
organization :  I  consider  it  has  stood  the  test  of  time,  and  should  regret 
any  change,  except  to  leave  the  executive  duties  entirely  to  the  control 
of  the  Superintendent  and  Academic  Board,  and  to  avoid  all  reference 
for  decisions  to  the  Department  of  War,  except  in  extreme  cases.  Sec- 
ond, as  regards  the  course  of  instruction,  I  am  of  opinion  th^t  four  years 
is  sufficient  time  to  devote  to  the  studies  taught  there.  The  subjects 
our  officers  are  deficient  in  on  leaving  the  Academy  are  a  practical 
knowledge  of  business  and  the  customs  of  service;  and  young  officers 
are  often  thrown  into  responsible  situations  where,  from  their  ignorance 
of  making  returns,  keeping  accounts,  &c.,  they  are  involved  at  the 
Treasury,  or  have  to  trust  to  clerks,  or  others,  to  keep  their  accounts, 
which  does  not  always  insure  them  from  worse  loss.  The  remedy  would 
be  to  keep  all  graduates  a  year  at  schools  of  practice  for  their  different 
arms,  to  be  instructed  in  the  details  of  service,  the  keeping  of  accounts, 
making  returns,  &c.  We  have  no  such  schools  except  the  one  for  ar- 
tillery, at  Old  Point. 

That  schools  could  be  profitably  and  conveniently  formed  by  adopt- 
ing the  lecommendations  which  have  been  made  for  recruiting  by  com- 
panies and  establishihg  regimental  depots,  as  in  the  English  service, 
might  be  shown ;  but  this  being  without  the  control  of  the  board,  1  will 
not  discuss  it. 

With  much  respect,  I  remain  your  obedient  servant, 

BEN  J.  HUGER, 
Brevet  Colonel,  United  States  Army. 

Lieutenant  J.  C.  IVES, 

Secretary,  iCc. 
S-  Mis.  3 11 


162  MILHAKV    ACADEMY    Al     WEST    POINT. 

I. 

Washington,  D.  C,  Jidt/  24,  ISGO. 

SiK  :  In  answer  to  the  request  of  the  Commission  at  AVest  Point,  as 
coinmunieateil  to  me  by  your  letter  of  the  18th  instant  (received  yes- 
tenlay),  I  ha\e  the  honor  to  state: 

In  my  opinion  the  or<:;anization  of  the  United  States  Military  Acad- 
emy would  be  n)aterially  improved  by  a  repeal  of  the  law,  or  usage, 
which  confines  the  selection  of  the  Superintendent  to  a  single  corps  of 
the  Army.  1  do  no  injustice  to  that  corps  when  I  assert  that  as  fit 
selections  may  be  made  trom  others.  By  rescinding;  tlie  existing  re- 
striction, the  field  of  selection  will  be  enlarged,  and  the  best  qualifi- 
cations, wherever  found  in  the  Army,  will  be  rendered  available.  The 
only  ol>jection  I  can  think  of  to  this  measure  is  that,  in  case  of  the 
selection  of  a  regimental  officer,  it  may  remove  him  from  service  with 
his  regiment  for  too  long  a  period,  if  he  is  to  be  permitted,  as  he  should 
be,  to  inaugurate,  and  allowed  time  to  carry  out,  a  system  of  superin- 
tendence of  his  own.  Four  or  five  years,  however,  will  most  probably 
be  sutficient  for  any  one  to  indicate,  beyond  a  reasonable  doubt,  his 
cai)abililies  in  that  iesi)ect.  If  they  are  shown  to  be  eminently  re- 
markable, the  advantages  to  the  ])ublic  interest  of  retaining  him  iu 
position  would,  generally,  outweigh  any  evils  resulting  from  absence 
from  regimental  service ;  and,  in  cases  of  emergency,  the  more  impor- 
tant of  the  two  could  always  be  made  to  prevail  by  special  orders. 
This  olijection,  moreover,  whatever  force  it  may  have  in  the  case  of 
regimental  officers,  does  not  apply  at  all  to  those  of  staff  corps.  The 
propriety  of  adhering  to  the  present  rule  is  aclvocated  by  many 
on  the  ground  that  its  very  narrowness  is  its  chief  advantage,  by  lim- 
iting the  operation  of  favoritism  in  selection.  I  have  never  been  able 
to  understand  why  the  same  authority  which  is  intrusted,  by  the 
highest  law  of  the  country,  with  the  selection  of  cabinet  ministers, 
judges  of  courts,  and  foreign  embassadors,  may  not  be  trusted  with 
the  selection  of  a  Superintendent  of  the  Military  Academy;  especially 
when  restricted  in  his  choice  to  the  Army.  The  veiy  nature  of  the 
office,  and  rank  of  the  incumbent,  would,  of  themselves,  also  confine 
the  selection  to  the  grade  of  field  officer,  which  none  can  now  reach 
until  his  standing,  character,  and  qualifications  have  been  well  estab- 
lished and  are  fully  known.  It  seems  to  me  that  the  argument  of 
favoritism  amounts  simply  to  foregoing  a  measure,  salutary  and  wise 
in  itself,  from  fear  of  some  imaginary  evil  that  may  arise  from  its 
adoption.  No  other  change  in  the  organization  at  the  Academy  occurs 
to  me  as  desirable,  but  I  have  no  doubt  at  all  that  great  a  i vantage 
would  result  from  enlarging  the  field  of  selection  for  the  superintend- 
ency ;  the  greatest  by  extending  it  to  the  whole  Army,  and  much, 
though  in  less  degree,  by  extending  it  to  all  the  staff  corps. 

As  regards  the  course  of  instruction  at  the  Academy,  it  seems  to  me 
to  include  now  no  branch  which  is  not  useful,  or  which  can  be  thrown 
out  without  disadvantage.  It  may  be  that  some  courses  of  study  are 
pursued  further  than  is  due  to  their  ])roportiouate  imi)ortance  to  the 
limited  period  of  five  years  assigned  to  the  entire  course.  That  is  a 
question  of  detail,  the  true  answer  to  which  can  only  be  reached  by 
careful  inquiry,  and  examination  and  comparison  on  the  spot.  I  am 
safe,  however,  iu  declaring  my  settled  conviction,  after  giving  much 
thought  to  the  subject,  that  no  reduction  in  the  period  of  time,  five 
years,  now  allotted  to  the  entire  course,  can  be  made  without  serious 
disadvantage.     That  period  is  necessary  to  acquire  a  knowledge,  to  a 


MILITARY    ACADEMY    AT    WEST    POINT.  163 

snflQcient  extent  and  no  further,  of  the  esse:3tial  branches  now  taujrht, 
starting  from  the  point  of  previous  education  as  established  by  the 
standard  for  admission.  Shall  that  standard  be  raised  ?  It  will  close 
the  national  school  against  a  large  class  of  citizens,  whose  povert}-  or 
whose  places  of  residence  have  denied  them  the  opportunities  of  edu- 
cating their  children,  which  have  been  open  to  others  more  favored  in 
these  respects.  Shall  a  distinction  be  made,  as  to  the  course  of  studies 
and  the  term  of  service,  between  those  who  come  to  the  Academy  with 
different  degrees  of  previous  education?  That  will  injure  the  disci- 
pline of  the  corps  of  cadets;  will  create  jealousy  and  ill  feeling  among 
classes  ;  and  will  destroy  that  character  for  imi)artiality  tow;irds  all,  of 
whatever  previous  condition  in  life,  which  has  always  been  the  distin- 
guishing characteristic,  as  it  should  always  continue  to  be,  of  the 
United  States  Military  Academy.  Shall  the  term  for  instruction  be 
reduced,  and  the  graduates  be  sent  off"  but  partially  educated,  to  sup- 
ply their  deficiencies  at  a  school  of  ai)plication  ?  That  is  impracticable. 
There  is  no  such  school,  and  no  probability,  scarcely  a  possibility,  of 
establishing  one.  At  any  rate,  wait  for  this  till  the  means  of  supj)ly- 
ing  the  deficiencies  thus  voluntarily  incurred  are  provided.  But  what 
advantage  is  to  be  gained  by  reducing  the  term  for  instruction  ?  The 
individual  must  spend  his  fifth  year  either  at  the  Academy,  as  a  cadet, 
or  in  the  Army,  as  a  subaltern.  In  the  former  case,  that  year  may  be 
devoted  to  the  acquisition  of  some  useful  knowledge,  and  probably  will 
be.  All  experience  proves  that,  in  the  latter  case,  it  will  either  be 
wasted  and  lost  to  usefulness  in  future  life,  or,  more  probably,  be  ap- 
plied, in  most  instances,  to  idleness  or  the  acquisition  of  vicious  habits. 
If  there  are  any  portions  of  the  presenf.  course  of  instruction  which 
may  be,  without  injury,  omitted  or  abridged,  there  are  other  branches 
not  now  sufficiently  attended  to  which  may  be  advantageously  substi- 
tuted for  them,  such  as  pyacikal  reconnaissances,  sketching,  and 
topography,  and  other  field  duties;  the  system  of  accountability  for 
public  money  and  property,  and  the  mode  of  making  out  and  render- 
ing accounts  therefor.  The  omission  of  any  branch  of  useful  instruc- 
tion, without  which  the  term  of  five  years  at  the  Academy  cannot  be 
abridged,  will  lower  the  present  high  standard  of  the  officers  of  the 
Army.  The  retention  of  that  term,  and  its  application  to  the  acquire- 
ment of  any  useful  knowledge,  preferably,  of  course,  to  such  as  may 
be  thereafter  practically  applied  in  military  life,  will,  in  my  opinion, 
-secure  to  the  Army,  in  each  of  its  corps,  departments,  and  regiments, 
officers  best  qualified  to  perform  their  various  duties  and  to  meet  all 
their  responsibilities. 

Very  respectfullv,  vour  obedient  servant, 

W.  MAYXADIER, 
Captain  of  Ordnance. 
Lieutenant  J.  C.  Ives, 

Secretary  to  Military  Academy  Commission,  tOc,  West  Point. 


K. 

West  Point,  Xew  York, 

July  24,  1860. 

Sir:  In  reply  to  the  questions   submitted  in  your  communication  of 
the  18th  instant,  I  have  the  honor  to  make  the  following  statements  : 


1(34  MiLITAKY    ACADEMY    AT    WEST    POINT, 

First.  Tlu'  instruction  in  the  department  of  infantry  tactics  u;  both 
tlieoii'tit-al  and  practical. 

The  theoielical  conrse  ot  elcnientsry  tactics,  as  at  present  taught,  is 
so  nearly  |)erfept  as  to  leave  but  btth*  to  be  desired.  It  is  believed, 
however,  that  the  course  of  "  instruction  for  sl<iiniishers"  can  be  ex- 
tended one  or  two  lessons  willi  advantage  ;  "  evolutions  of  the  line" 
beinj?  curtailed  by  tlie  same  number  of  lessons. 

In  '•  <;iaiid  tactics,"  a  few  lar^e  and  well  execute*!  ma|)s  of  inoderu 
battles  would  greatly  facilitate  the  labors  both  of  instructor  and  cadet. 

The  course  of  strategy,  as  »iow  taught,  is  believed  to  be,  so  far  as  it 
goes,  the  best  that  could  be  devised  iu  the  present  scarcity  of  good 
text-books  on  the  subject. 

The  time  given  to  strategy  is,  however,  entirely  too  little.  The  sub- 
ject is  oue  of  the  very  gravest  importance,  and  in  no  other  branch  of 
the  military  art  is  ''  a  little  learning ''  so  dangerous  a  thing. 

The  time  now  given  is  barely  sullicient  to  give  the  cadet  a  tolerable 
knowledge  of  the  principles  ot  the  art,  while  the  i)roper  application  of 
those  principles,  which  should  be  the  true  object  of  study,  is,  and  must 
of  necessity  be,  almost  entirely  neglected. 

It  is  recommended,  therefore,  that  there  be  furoished  large  maps  of 
the  most  celebrated  campaigns,  particularly  those  of  our  owu  country, 
and  that  this  course  be  extended  by  at  least  twenty  lessons,  all  of 
which  will  be  required  to  give  to  the  cadet  a  reasonably  accurate  knowl- 
edge of  the  application  of  principles  now  taught  him. 

The  study  of  logistics  is  confined  to  a  few  general  rules  and  aphor- 
isms which  amount  to  nothing,  as,  being  unconnected  with  facts  or  de- 
tails, they  make  no  decided  impression  upon  the  mind. 

I  may  here,  I  trust,  be  allowed  to  make  a  recommendation,  which, 
though  not  coming  strictly  within  my  department,  I  am  enabled  to 
make  with  contidence,  as  I  teach  a  section  in  each  of  these  branches. 
It  is  iu  reference  to  the  course  in  army  organization  and  administration. 

The  study  of  Thackeray  on  the  Military  Organization  and  Adminis- 
tration ,of  France,  and  of  McCiellaud  on  the  Composition  of  Euro- 
pean Armies,  however  necessary  to  the  accomplished  soldier,  the  states- 
man, and  law-maker,  are  believed  to  be  of  secondary  importance  when 
compared  to  many  other  branches  of  the  military  art,  and,  as  such,  do 
not  properly  come  within  the  scope  of  a  tuition  of  a  limited  number  of 
months,  or  even  years. 

My  recommendation  is,  then,  that  these  studies  be  discontinued  ;  that 
in  their  stead,  belonging  to  the  same  department  (artillery),  and  com- 
prising the  same  number  of  lessons,  a  thorough  course  of  logistics  be 
substituted. 

This,  comprising  as  it  does  all  the  duties  of  the  statf,  is  essentially 
necessary  in  an  army  administered  as  that  of  the  United  States,  where 
each  officer  is  liable  at  any  moment  to  be  called  upon  to  perform  the 
most  delicate  and  responsible  duties,  only,  in  European  armies,  devolved 
uj)on  those  especially  educated  for  such  duties. 

This  course,  "  the  art  of  war,"  is  now  taught  to  cadets  of  the  second 
class.  I  believe  it  would  be  beneficial  to  the  cadet,  and,  of  course,  to 
the  service,  to  transfer  it  to  the  first  class. 

Second.  Method  of  instruction,  theoretical.  For  convenience  of  in- 
struction, each  class  of  cadets  is  divided  into  sections  of  ten  or  twelve 
individuals. 

In  elementary-  tactics  the  cadet  is  called  to  the  blackboard  and  re- 
quired to  explain  a  movement  as  prescribed  in  the  lesson.  The  posi- 
tions are  drawn  upon  the  board,  the  commands  of  each  and  every  ofifi- 


MILITARY    ACADEMY    AT    WEST    POINT,  165 

cer  repeated,  the  movement  of  each  fraction,  and  the  position  of  each 
officer,  guide,  &c.,  given  in  detail. 

A  reason  is  required  for  everything.  Care  is  taken  to  impress  on  the 
cadet  the  advantages  and  disadvantages  of  each  movement,  and  to  fa- 
miliarize him  with  the  circumstances  which  render  one  necessary  or  ad- 
vantageous over  another. 

In  strategy  and  grand  tactics  a  somewhat  similar  course  is  pursued. 
The  heads  of  the  subject  under  discussion  are  written  on  tlui  board  ; 
the  subject  itself  explained  and  discussed  in  detail,  elucidated  by  such 
examples  from  history  as  come  within  the  knowledge  either  of  the  ca- 
det or  instructor.  The  largest  latitude  is  allowed  in  the  discussion  of 
all  subjects  that  come  properly  within  this  course;  atid  each  cadet  is 
encouraged  to  ask  any  question  the  answer  to  which  might  elucidate 
any  point  of  the  profession. 

I  believe  this  system  to  be  as  perfect  as  can  be  devised. 

Method  of  instruction,  practical.  On  arriving  at  the  Military  Acad- 
emy, the  candidates  for  admission  are  formed  into  squads  of  from  three 
to  six  individuals,  for  practical  instruction  in  the  sciiool  of  the  soldier. 
Each  squad  is  in  charge  of  a  cadet  of  one  of  the  older  classes,  the  whole 
being  under  the  supervision  of  one  of  the  assistant  instructors  of  in- 
fantry tactics. 

From  the  1st  of  June  until  about  the  loth  of  July  of  each  year,  the 
new  cadets  are  drilled,  as  above  described,  three  times  each  day,  each 
drill  lasting  one  hour.  From  the  loth  to  the  31st  of  July  there  are 
but  two  drills  each  day  iji  infantry,  Saturday  afternoon  and  Sunday  ex- 
cepted. 

From  the  1st  to  the  31st  of  August,  the  cadets  of  all  the  classes  (or 
the  entire  corps),  organized  into  two  companies,  each  under  the  com- 
mand of  an  assistant  instructor  of  infantry  tactics,  are  instructed  for 
one  hour  each  morning  in  the  school  of  the  company. 

From  the  1st  of  September  until  October  15th,  the  corps  of  cadets, 
organized  as  a  battalion  of  eight  companies,  receives  daily  instruction 
in  the  school  of  the  battalion,  under  the  charge  of  the  instructor  of 
infantry  tactics. 

From  the  loth  to  the  31st  October  the  companies  are  instructed, 
each  by  the  lieutenant  of  the  Army  who  commands  it,  in  the  school 
for  skirmishers. 

From  the  lath  to  the  31st  March  the  corps  is  instructed,  as  before 
described  in  the  schoal  of  the  company;  and  from  the  l">tb  to  the  3lst 
May  in  the  school  of  the  battalion. 

The  cadet  officers  of  the  corps  are  selected  for  their  mibt.iry  bearing 
and  propriety  of  conduct — the  captains  and  lieutenants  from  the  first 
class,  the  sergeants  from  the  secoiul  class,  and  the  cor[)orals  from  the 
third  class.  Each  cadet,  however,  is  required  to  perform  all  the  duties 
of  company  officer,  officer  of  the  day,  guard,  and  police,  at  least  once 
before  graduation. 

From  the  termination  of  the  examination  in  June  until  the  31st  of 
August  the  cadets  are  encamped,  during  which  time  they  are  instructed 
in  military  police  and  discipline,  and  military  adtninistration,  in  accord- 
ance with  the  regulations  of  the  Army. 

The  metliod  of  instruction  now  pursued  is  believed  to  be  excellent; 
and  the  only  change  recommended  is  in  the  apportionment  of  tune  for 
instruction  in  the  various  schools.  The  instruction  for  skirmisliers  I 
believe  to  be  the  most  important,  not  only  as  being  i»eculiarlv  adapted 
to  our  country,  but  the  nature  of  the  service  on  our  Indian  frontier,  to 
which  most  of  the  cadets  are  sent  on  graduation,  reciuires  an  ample 


166  MILITARY    ACADEMY    AT    WKSl"    POINT. 

knowUnlge  of  this  mode  of  haiKlliiifj  troops.      I   rt^coniincml  that  the 
whole  moiitli  of  (Jctober  be  devoted  to  this  instruction. 
I  am,  sir,  vers*  respectfully,  your  obedient  servant, 

KICHAIID  J.  DODGE, 
First  Lieut.  EitjhtU  Infantiy,  Aas't  Inst.  Inf.  Tactics. 
Lieutenant  J.  C.  IVES, 

Secrettxry  of  Commission. 


L. 

AVest  Point,  ^'EW  York, 

Jidy2{},  ISGO. 
Sir  :  I  have  the  honor  to  submit  herewith   my  answers  to  the  ques- 
tions ])roi)osed  to  me  by  the  Coniuiission  appointed  to  examine  into  the 
organization,  «S:c.,  of  the  Military  Academy,  and  transmitted  by  your 
uote  of  the  ISth  instant, 
liespect fully,  vour  obedient  servant, 

WILLIAM  H.  C.  BARTLETT, 

Frof.  Nat.  and  ExpU  Philomphy. 
Lieut.  J.  C.  Iyes, 

Secretary,  d'c,  dtc. 

Qtiestions  and  answers. 

i 

Question  1.  What  subjects  are  taught  in  your  department  ?  State 
brietiy  the  amount  of  instruction  given  in  each. 

Answer  1.  My  department  is  that  of  natural  and  experimental  phi- 
losophy. Its  course  of  instruction  consists  of  mechanics,  acoustics, 
optics,  and  astronomy. 

Mechanics  is  treated  under  the  heads  ^^  Mechanics  of  Solids,''^  of 
^^  Fluids,'^  and  of  ^'-  2 folecules.''^  Under  the  first,  after  a  brief  statement 
of  the  first  elements  of  physics,  are  discussed  all  the  laws  of  equilibrium  ' 
and  motion  of  connected  systems,  including  the  composition  and  reso- 
lution of  forces,  work,  center  of  gravity,  center  of  inertia,  vertical  mo- 
tion of  heavy  bodies,  projectiles,  planetary  motions,  system  of  the  world, 
l)erturbations,  universal  gravitation,  impact,  siniple,  compound,  gun, and 
ballistic  pendulums.  Under  the  second,  the  equilibriuui  and  motion  of 
fluids,  embracing  what  was  formerly  called  "  hydrostatics,"  "hydrau- 
lics," and  "  pneumatics  '';  pressure  of  heavy  fluids,  equilibrium  and  sta- 
bility of  floating  bodies,  specific  gravity,  atmospheric  pressure,  and 
barometric  measurements.  And  under  the  third,  the  formation,  figure, 
and  propagation  of  waves,  double  wave  velocity,  molecular  orbits,  reso- 
lution and  composition  of  molecular  living  force,  reflection,  ordinary 
and  double  refraction,  polarization,  diffusion  and  decay  of  molecular 
living  force,  interference,  and  inflection.  And  the  text  closes,  under  the 
head  of  "^^;2^//6'«^jo«-s',"  with  a  general  discussion  of  the  principles  of 
machines  and  their  applications  to  w4iat  are  commonly  called  the  me- 
chanical powers  and  pumps,  including  friction,  adhesion,  and  stifl'ness 
of  cordage. 

The  texts  on  acoustics  and  optics,  as  now  taught,  are  little  less  than 
corollary  to  the  mechanics  of  molecules.  Of  the  former,  just  so  much 
is  learned  by  the  pupil  as  to  enable  him  to  determine  the  velocity  of 
sound,  to  measure  distances  by  means  of  sound,  to  understand  the 
acoustic  principles  of  buildings,  the  structure  of  the  ear,  and  the  action 


MILITARY    ACADEMY    AT    WEST    POINT.  167 

of  this  organ  in  the  process  of  hearing — only  about  four  lessons.  Of  the 
latter,  that  is,  of  optics,  the  student  is  taught  the  principles  of  chro- 
matics, color  by  gratings,  by  the  edges  of  solids,  by  apertures,  by  thick 
and  thin  plates,  and  by  unequal  refrangibility,  dispersion,  chromatic 
aberration,  achronuitism,  internal  reflection  and  absorption,  rainbows 
and  halos,  polarization,  double  refraction,  chromatics  of  polarized  light, 
theory  of  the  color  of  natural  bodies,  as  well  as  the  princi[)les  and  con- 
struction of  the  various  optical  instruments. 

•  The  astronomical  course  consists  of  two  parts,  namely,  ^^ physical^ 
and  "  .s7)/ier?'m/.''  The  principles  of  the  former  are  taught  in  me- 
chanics, constituting  as  they  do  but  a  special  problem,  in  which  the 
forces  are  universal  gravitation  and  inertia,  and  the  bodies,  the  de- 
tached masses  that  move  through  indefiriite  space.  Spherical  as- 
tronomy is  the  subject  of  a  si)ecial  text,  and  is  composed  of  three 
branches.  The  first  is  mainly  concerned  with  a  description  of  the 
solar  ami  stellar  systems  and  the  phenomena  of  the  celestial  sphere, 
the  computation  of  the  orbits,  as  well  as  the  actual  distances  and 
dimensions  of  the  heavenly  bodies,  and  includes  so  much  of  terrestrial 
physics  as  belongs  to  atmospheric  refraction,  the  seasons,  trade  and 
other  winds,  magnetism,  tides,  and  twilight.  The  second  branch  re- 
lates to  the  construction  of  astronomical  tables  and  ephemerides ;  and 
the  third  to  the  use  of  these  latter  in  the  projections  of  eclipses,  occulta- 
tions,  and  transits,  and,  in  connection  with  data  furnished  by  instru- 
mental measurements,  to  the  solutions  of  the  various  problems  of 
geodesy,  geography,  navigation,  time  of  day,  and  variation  of  the  com- 
pass; and  the  pupil  is  taught  the  whole  theory  and  use  of  astronomical 
instruments. 

Question  2.  Reference  being  had  to  the  obiects  for  which  the  Military 
Academy  is  established,  should  the  teaching  in  any  of  these  branches  be 
extended;  and,  if  so,  in  which,  and  how  far?  Should  it  be  curtailed 
in  any  way ;  and,  if  so,  in  which  and  to  what  extent  ? 

Answer  2.  In  view  of  the  objects  of  the  Academy,  I  cannot  recom- 
mend that  the  teaching  of  the  subjects  above  enumerated  be  either  ex- 
tended or  curtailed.  ^ 

Question  3.  What  method  of  instruction  is  pursued  itnyour  depart- 
ment, and  are  there  any  changes  which  would  improve  it ! 

Answer  3.  By  lecture  and  recitation  ;  and  I  do  not  believe  that  any 
changes  could  be  introduced  with  a  certainty  of  any  improvement, 
unless  it  be  an  extension  of  the  course  of  practical  astronomy.  The 
pupils  come  to  the  study  of  the  course  directly  from  that  of  mathe- 
matics, the  language  in  which  alone  natural  philosophy  can  be  read 
■with  any  permanent  benefit.  They  begin  with  the  subject  of  analytical 
mechanics,  the  foundation  of  physics  and  astronomy,  and  progress 
through  the  texts  in  the  order  named  in  my  answer  to  the  first  ques- 
tion. They  are  assigned  daily  lessons,  which  are  recited  at  the  black- 
board, and  the  course  is  fully  illustrated  in  all  its  dei)artments  bj'  the 
use  of  an  ample  apparatus.  Mechanics  occupies  the  interval  from  Sep- 
tember to  January;  the  other  subjects  fiom  January  to  June. 

Question  4.  What  i)ractical  instruction  is  given  in  your  department  ? 
Should  this  be  extended  or  curtailed  '? 

Answer  4.  The  theory  of  baronjetrical  and  astromonical  measure- 
ments are  practically  illustrated  with  portable  instruments  in  the  tiehl, 
and  with  those  of  a  more  stationary  character  in  suitable  buildings. 
The  students  are  taught  the  use  of  the  barometer,  sextant,  altitude 
and  azimuth  instruments,  zenith  telescope,  variation  compass,  transit, 
mural  circle,  equatorial,  and  time  pieces.    The  extension  of  the  course 


168  3IILITARY    ACADEMY    AT    WEST    POINT. 

of  practical  astronomy  is  xery  desirable,  if  time  could  be  found  for  it; 
but  uiidtn"  existing  circumstances  this  is  inij)ossible. 

C^)u«'sti<)n  5.  How  many  hours' study  sliould  the  cadet  jjive  daily  to  be 
l)r(>li<'i('nt  in  the  course  prescribed  for  your  departiueut  ;  and  to  what 
extent  wouUl  this  be  increased  or  curtailed  by  any  modiliciition  pro[)osed 
by  you  .' 

Answer  5.  The  ca«let  should  devote  to  each  lesson,  at  least,  lour 
hours,  exclusive  of  those  for  recitation,  and  durin<j  this  tiuie  he  should 
be  free  from  all  bodily  fatij^ue  and  mental  excitement,  excej>t  that 
which  may  result  from  the  subjectniatter  of  the  lesson.  The  extension 
1  would  projK)se  in  the  course  of  i)ractical  astronomy  would  require  six 
hours  a  week  additional  for  six  months;  a  ])art  of  this  time  being  de- 
voted to  observing,  aiul  a  part  to  the  reducing  of  the  observations. 

Question  G.  How  many  hours  daily  is  each  cadet  occupied  in  recita- 
tion and  in  the  section  room  in  your  department? 

Answer  0.  In  recitation,  from  ten  to  twenty  minutes;  and  in  the  sec- 
tion room,  one  hour  and  a  half 

Question  7.  Is  the  amount  of  study  in  your  department  such  as  to 
overtax  the  student,  regard  being  had  to  the  demands  made  upon  him 
by  the  other  departments  at  the  same  time  ?  What  modifications  would 
the  changes  proposed  by  you  produce? 

Answer  7.  The  amount  of  study  required  does  not,  in  my  opinion, 
overtax  the  student,  except  when  he  is  unduly  fatigued  by  his  military 
exercises  ;  but  I  cannot  resist  the  impression  that  these  exercises,  urged 
out  of  season  and  to  unnecessary  lengths,  prevent  tliat  repose  essential 
to  a  retention  of  the  subject-matter  of  the  lessons  by  the  student. 

Question  8.  Is  there  any  indication  of  overwork,  or  of  weariness  of 
study,  among  the  cadets  in  any  of  the  departments  in  the  recitation 
room  or  in  the  examination  ? 

Answer  8.  During  the  spring  and  autumn  the  cadets  exhibit  greater 
■want  of  preparation  than  at  other  seasons  :  and  I  infer  this  to  arise  from 
exhaustion  consequent  upon  their  military  exercises.  Cadets  have  told 
me,  in  excuse  for  their  want  of  i)reparation,  that  they  had  fallen  asleep 
over  their  books  without  the  possibility  of  keeping  awake.  Eecreatiou 
is  essential  1*  a  student;  and  we  should  be  careful  to  distinguish  be- 
tween the  pleasuiable  exercises  suggested  by  the  inclination  and  those 
incident  to  a  task,  such  as  drills,  riding,  parades,  and  the  like. 

Question  9.  Have  you  any  modifications  or  changes  to  suggest — 
not  embraced  in  the  answers  to  the  foregoing  questions — respecting  the 
course  of  instruction  that  would,  in  your  opinion,  conduce  to  the  better 
accomplishment  of  the  objects  of  the  establishment  of  the  United  States 
Mil  tary  Academy  ? 

Answer  9.  In  my  opinion,  the  programme  of  studies  is  defective.  It 
is  too  full  for  the  time,  and  cannot  be  taught  thoroughly,  or  with  any 
certainty  of  realizing  for  it  the  ends  of  education.  It  is  much  better 
suited  to  a  class  of  students  who  have  had  the  usual  preparation  for 
entering  college  than  for  new  cadets,  such  as  come  to  the  Academy 
now  adays,  with  scarcely  the  rudiments  of  common-school  instruction. 
The  programme  should  be  reconstructed,  and  by  persons  skilled  in  the 
business  of  teaching,  and  who  are  at  the  same  time  aware  of  the  educa- 
tional necessities  of  the  Army.  The  great  want  of  the  Academy  is,  in 
my  opinion,  thorough  elementary  training  in  the  English  language. 
In  the  absence  of  a  higher  standard  for  admission,  the  first  year  of  the 
cadet  should  be  devoted  to  an  elementary  course  consisting  of  reading, 
composition,  grammar,  aTid  the  elements  of  mathematics,  free  from  the 
hinderance  of  excessive  physical  exertion.   The  pupil  should  be  patiently 


MILITARY    ACADEMY    AT    WEST    POINT.  169 

taught  as  well  as  examined.  We  have  too  much  of  examining  and 
too  little  of  teaching.  It  is  not  enough  to  give  a  lesson  one  day  and 
ask  questions  about  it  the  next ;  but  the  subject  should  be  explained 
and  illustrated  in  every  variety  of  ways  to  bring  it  to  the  clear  and 
definite  ai)i)reheusion  of  the  student.  In  a  word,  the  pupil  should  be 
made  to  make  the  lesson  his  own.  The-first  year  should  be  the  impor- 
tant one  for  the  cadet,  and  at  its  close  he  should  be  retained  or  rejected 
according  to  the  evidence  of  cai)acity  and  proficiency  as  determined  by 
a  searching  examination.  The  first  year  well  passed,  the  difticulties 
would  be  ended.  The  course  of  instruction  should  be  thoroughly  scien- 
tific, and  the  same  for  all ;  and  when  a  class  graduates  it  should  be  dis- 
tributed among  the  different  regiments,  and  made  to  serve  with  troops. 
All  vacancies  in  staff  corps  should  be  open  to  competition  from  the  line 
of  the  Army,  and  filled  by  selection  after  an  examination  of  the  compet- 
itors by  a  competent  board.  This  would  extend  the  incentives  to  pro- 
fessional improvement  beyond  the  walls  of  the  Academy,  and  secure  for 
the  staff  the  best  talent  of  the  Army.  It  would  reflect  back  upon  the 
Academy  the  happiest  effects.  As  matters  now  stand,  a  youth  who  re- 
ceives a  cadet  appointment  and  gets  through  the  institution  is  assigned 
to  a  special  arm  of  service,  and  falls  into  a  place  upon  a  graduated 
scale,  to  be  carried  forward  by  the  force  of  mere  Army  routine;  and, 
in  the  absence  of  personal  ambition,  has  not  a  single  motive  to  exertion. 
The  tendency  of  the  present  system  is  to  break  down  a  scientific  acad- 
emy, and  to  erect  upon  its  ruins  a  school  of  practice ;  to  make  the  in- 
stitution more  attractive  to  pleasure  seekers  than  useful  to  science  and 
the  Army.  There  is  too  little  of  repose,  and  too  much  of  parade  and 
show. 

In  connection  with  this  subject  I  would  respectfully  refer  to  my  an- 
swers to  questions  proposed  by  a  former  board  now  in  your  possession, 
and  marked  C  and  E  ;  and  also  to  other  answers  embodied  in  the  report 
of  that  board. 

WM.  H.  C.  BARTLETT, 
Professor  Nat.  and  U.vperH  Fhilosophy. 


M. 

Washington,  July  26.  ISCO. 

Sir  :  After  a  short  absence  from  this  city,  I  yesterday  found  your 
letter  ot  the  ISth  instant,  in  which  you  request  me  "  to  state  what  mod- 
ifications or  changes  in  the  organization  and  course  of  instruction  at  the 
Military  Acacemy  are,  in  my  opinion,  desirable." 

I  have  studied  the  subject  of  instruction  so  little  that  it  is  improba- 
ble that  any  suggestions  of  mine  will  be  of  use  to  the  Commission  ;  and 
my  knowledge  of  the  course  of  instruction  at  West  Point  is  not  suffi- 
ciently minute  to  enable  me  to  go  into  details.  ]My  ideas  of  the  merits 
and  defects  of  the  institution  are  derived  rather  from  intercourse,  offi- 
cial and  personal,  with  the  young  officers  of  the  Army,  than  from  ob- 
servation of  the  school. 

With  the  present  qualifications  for  admission,  the  term  of  five  years 
is,  in  my  opinion,  not  too  long.  It  would  be  much  better,  however,  to 
require  young  men  to  enter  the  Academy  with  an  amount  of  education 
equal  to  that  which  they  now  have  at  the  end  of  the  second  year,  to 
reduce  the  term  to  three  years,  which  would  greatly  diminish  the  cost 
of  each  officer's  education,  and  to  make  the  school  more  purely  military. 

The  government  of  the  Academy,  I  respectfully  suggest,  should  be 
exclusively  military,  and  the  Academic  Board  be  composed  of  officers 
of  the  Army. 


170  MILITARY    ACADEMY    AT    WEST    POINT. 

The  discipline  seeina  to  me  to  be  unnecessarily  severe.  It  should  be 
adapted  more  to  its  object — forniinj;  the  habits  of  lieutenants.  The 
ditVeroncc  between  the  life  of  a  cadet  and  that  of  an  oHi(;er  is  too  great — 
greattM'  than  tiiat  which  a  promoted  |)rivate  soldier  would  tiiid.  There 
are  too  heavy  refjulatious,  aiul  too  much  minuteness  in  them.  The  mode 
of  punishment  by  demerit  is,l  tliink,  inetiective,  the  consequences 
beinj;  too  reniote  and  indetinite  to  produce  ajiprehension  in  careless 
uHiuls.  Discipline  would  be  enforced  more  thoroughly,  it  seems  to  me, 
by  immediate  punishments,  such  as  are  used  elsewhere — continement, 
suspension  of  privileges,  &,c.  If  1  understand  the  system  pursued  at 
the  school  of  iSt  Cyr,  it  is  ot  this  sort. 

One  of  the  important  objects  of  education  is  to  give  habits  of  Judi- 
cious reading.  The  present  acadennc  course  is  not  calculated  to  do  so. 
The  abstruse  sciences,  to  which  the  time  of  the  cadet  is  mainly  devoted, 
can,  in  after  life,  interest  none  whose  pursuits  do  not  require  their  fre- 
quent application,  and  therefore  officers  of  the  Army  generally  do  not 
retain  their  school  habits.  The  time  given  to  mathematicid  studies 
.seems  to  me  too  great.  A  portion  of  it  might,  witii  great  advantage, 
be  applied  to  military  history — the  most  useful  of  studies  for  a  young 
soldier — giving  professional  knowledge,  a  taste  for  reading,  and  high 
ambition. 

The  military  course  under  the  commandant  of  cadets  ought  to  be 
much  enlarged.  Decker's  "  Tacti«iues  des  Trois  Armes  "  is,  I  say  it  with 
deference  for  those  who  selected  the  text  books  now  used,  more  instruct- 
ive to  young  students  than  Jomini's  Art  ,of  War.  It  gives  more  accu- 
rate ideas  of  the  manner  of  drawing  up  troops  for  action,  either  in  large 
or  small  bodies,  each  arm  separately  or  the  ditt'ereut  arms  combined. 
It  should  be  studied  by  the  first  class,  but  should  be  preceded  by 
works  on  out-post  service  and  partisan  operations,  of  which  there  are 
many  in  French,  by  men  who  have  studied  as  well  as  fought.  I  espec- 
ially recommend  for  this  course  tiiree  little  works  by  Frederick  the 
Great — "  Instruction  de>tinee  aux  Troupes  Legeres,"  "  Instruction 
Derobee,"  and  "  Instruction  Militaire  pour  les  Generaux."  It  seems  to 
me,  too,  that  the  study  of  the  organization  of  the  French  army  might 
be  postponed,  and  the  time  now  employed  upon  it  bestowed  upon  other 
military  reading. 

Instruction  in  fencing  should  be  carrried  far  enough  to  give  a  taste 
for  the  exercise.  It  should  therefore  be  continued  at  least  one  year 
more. 

Very  respectfully,  your  obedient  servant, 

J.  £.  JOHNSTON, 
Brigadier -General,  U.  S.  A. 

Lieutenant  Ives, 

Secretary  Military  Academy  Commission. 

N. 

MiDDLETOWN,   CONNECTICUT,   July  26,  1860. 

Sir:  Yours  of  the  23d  instant  came  to  hand  this  morning,  and  I 
hasten  to  reply  to  the  three  questions  numbered  one,  two,  and  three,  as 
follows  : 

First.  "  What  modifications,  if  any,  of  the  present  mode  of  assigning 
cadets  of  the  United  States  Military  Academy  to  corps  or  arms  would, 
in  your  opinion,  be  better  adapted  to  the  purpose  of  securing  to  each 
branch  of  the  service  the  highest  special  qualifications,  and,  to  the 
Army,  the  greatest  efficiency  '!  " 

Answer.  I  have  always  understood  that  cadets  were  recommended 


MILITARY    ACADEMY    AT    WEST    POINT.  171 

by  the  Academic  Board  as  qualified  for  certain  corps  or  arms  of  service, 
and  that  the  cadet  was  allowed  to  apply,  notwithstanding  this  recom- 
mendation, for  any  corps  or  arm  of  the  service  that  he  fancied  on  grad- 
uating, and  that  the  President  of  the  United  States  had  the  discretion 
to  comply  or  not  with  the  application  of  the?  cadet,  provided  he  would 
not  thereby  be  assigned  to  a  corps  or  arm  of  the  service  for  which  tlie 
Academic  Board  did  not  think  him  qualified. 

Here  we  have  the  qualification  of  the  cadet,  and  the  particular  taste 
of  the  cadet,  for  an  arm  or  corps  of  the  service.  If  both  coincide,  then 
the  office  is  tilled  to  the  greatest  perfection  ;  and  if  the  cadet's  taste 
leads  him  to  an  arm  or  corps  inferior  to  that  he  has  been  pronounced 
qualified  for,  then  that  corps  or  arm  is  benefited  by  superior  attaiu- 
nientSj  and  no  damage  is  done  the  service  by  forcing  a  cadet  to  the  per- 
formance of  a  duty  he  has  no  taste  for, 

1  do  not  see  how  there  can  be,  under  the  imi)erfectious  of  all  worldly 
things,  any  improvement  here,  as  I  understand  the  case. 

Second.  "To  what  extent,  if  at  all,  would  it  be  advisable,  in  your 
opinion,  to  require  olficers  to  serve  in  different  corps  or  arms  ?" 

Answer.  The  answer  to  the  first  question  is  almost  an  answer  to  this. 
If  an  officer  be  commissioned  in  the  corps  or  arm  of  the  service  for  which 
he  is  best  qualified  and  fitted,  no  other  officer  can  be  ordered  to  take 
his  place  in  rotation  and  perform  the  duty  so  well.  Nothing  but  the 
necessity  of  the  case  should  bring  about  a  change  by  ordering  an  officer 
qualified  and  drilled  to  a  particular  corps  or  arm  of  the  service  to  per- 
form the  duty  which  he  has  not  been  accustomed  to  do.  The  service 
and  the  country  would  suffer  by  such  a  proceeding. 

The  only  place  in  the  service  where  such  an  indiscriminate  use  of  the 
service  of  a  person  can  be  tolerated  is  at  West  Point  as  cadets  ;  for  here 
they  are  instructed  in  all  branches,  and  here  their  peculiar  qualifications 
for  particular  branches  of  the  service  should  be  brought  out  hy  requir- 
ing of  each  cadet  his  tour  of  duty  as  an  instruction  to  him. 

T?hird.  '•  Do  the  graduates  of  the  United  States  Military  Academy, 
so  far  as  you  know  or  believe,  generally  [»ursue  their  professional  studies 
after  entering  their  respective  cor[)s ;  andean  you  suggest  a  method 
which  would,  in  your  opinion,  further  stimulate  to  useful  emulation  and 
professional  improvement  among  the  junior  officers  of  the  Army?^' 

Answer,  In  the  Army,  as  well  as  all  other  jirofessions,  there  are  all 
sorts.  Some  take  a  great  pride  in  carrying  out  their  knowledge  practi- 
cally, as  is  the  case  in  the  Corps  of  Engineers  and  Toi)ograpliical  En- 
gineers, and  the  Ordnance  and  the  line  of  the  Army.  There  is  great 
merit  among  the  officers  as  a  body,  and  the  graduates  are  all  competent 
in  their  respective  arms  or  corps.  I  would  here  recommend,  however, 
that  the  young  graduate  in  the  line  be  sent  to  the  school  of  practice  for 
the  particular  arm  to  which  he  belongs  for  one  year,  at  least,  on  leaving 
the  Academy,  where  he  will  be  brought  in  contact  with  the  enlisted  men 
of  the  Army  and  at  once  commence  a  career  of  usefulness  to  his  country. 
Theoretical  instruction  is  but  the  first  step  to  great  practical  operations, 
and  hence  the  advantage  of  an  educated  miiul  at  the  Academy. 

And  here  I  will  remark  that  the  commanding  officers  of  the  schools 
of  practice,  of  artillery,  cavalry,  and  infantry,  should  be  active  and  ac- 
complished officers  of  e.\[)erience  in  their  particular  arms,  and  of  habits 
and  i)rinci|)U's  worth3'  of  imitation  by  the  young  ofiicer. 

xVll  of  which  is  respectfully  submitted  to  the  Commission, 

JOS,  K.  F,  MANSFIELD, 
Colonel  and  Inspector-General,  U.  S.  Army. 

Lieut.  J.  C.  Ives, 

Secretary  of  the  Commission,  &c. 


172  MIUT.AKY    ACADEMY    AT    WIST    POINT. 

o. 

Foirr  Hamilton,  July  2(1,  1800. 

Sii: :  I  have  rcfcived  your  lottrr  of  the  ISth  instant,  rcciuesting  me 
**  to  state  what  iiiodirtcations  or  clianj^es  in  the  or<jfaiiization  and  course 
of  instiiu'tion  at  the  Academy  are  in  your  [niy]  opinion  desirable  to  se- 
cure to  the  Army  ollicers  best  (lualitied  to  perform  their  various  duties, 
and  to  meet  all  their  responsibilities." 

My  know ledfje  of  the  course  of  instruction  at  the  Militaiy  Academy 
is  not  such  as  to  warrant  the  expression  of  an  opinion  on  the  subject 
finally;  but  the  exjterience  of  some  three  years'  course,  and  of  the  ar- 
tillery school,  and  of  a  recent  tour  of  inspection  to  some  of  the  military 
forts  in  the  eastern  dejjartment  and  in  Texas,  has  impressed  me  with 
the  conviction  that  the  objects  contemplated  would  be  promoted  by  re- 
quiring graduates  of  the  Academy  (those  of  the  staff  corps  excepted)  to 
spend  oiM"  year  at  one  of  our  military  posts,  established  as  a  school  of 
instruction,  before  joining  their  respective  regiments,  and  that  for  this 
purpose  it  would  be  desirable  to  reduce  the  studies  at  the  Military  Acad- 
emy to  a  course  of  four  years. 

Cousecpieut  on  the  great  extent  of  our  frontiers,  the  smallness  of  our 
Army,  and  the  manifold  requirements  of  the  service,  it  is  necessarily 
broken  up  into  very  small  detaclnnents,  of  rarely  more  than  one  or  two 
companies,  precluding  the  probability  and  almost  the  possibility  of  any 
very  extensive  advance  in  science,  or  a  knowledge  of  his  profession,  by 
the  young  graduate  after  he  joins  his  company.  It  is  therefore  of  the 
very  first  importance  to  his  future  usefulness,  that  l)efore  joining  he  be 
possessed  not  only  of  correct  militaiy  principles,  but  of  a  practical  knowl- 
edge of  duty,  and  of  the  command  of  men  ;  and  these  cannot  be  ac- 
quired at  the  Academy,  and  it  is  apprehended  are  not  properly  taught 
either  on  our  sea  board  or  on  our  remote  frontiers. 

1  would  then  respectfully  suggest  the  establishment  of  schools  of  in- 
struction for  infantry  and  the  mounted  cor|)s,  similar  to  the  artillery 
school  at  Fort  Monroe.  That  the  graduates  of  the  Military  Academy  be 
required  to  s])end  one  year  (instead  of  the  present  fifth  year)  at  the 
schools  of  their  respective  arms,  and  that  they  shall  not  have  their  rela- 
tive rank  to  their  own  corps  finally  determined  until  after  they  shall 
have  been  one  year  at  "  school,"  when  it  shall  be  determined  by  their 
standing  both  at  the  Academy  and  school.  That  is,  that  their  Military 
Academy  rank,  so  far  as  it  relates  to  the  Army  and  to  their  standing  at 
the  school,  shall  be  good,  until  the  expiration  of  the  year,  when,  so  far 
as  relates  to  their  own  arm  of  service,  their  relative  standing  may  be 
changed  by  merit  or  demerit  at  the  school. 

A  school  somewhat  similar  to  those  suggested  for  the  infantry  and 
mounted  cori)s  (with  the  artillery)  has  been  established  and  is  now  in 
operation  at  Fort  Monroe,  and,  although  laboring  under  very  many  dis- 
advantages, arising  principally  from  the  want  of  an  efficient  organiza- 
zation,  and  especially  of  legislative  sanction,  its  usefulness  has  been,  I 
trust,  satisfactorily  established,  and,  if  fostered  by  government,  and 
efficiently  conducted,  will,  I  am  confident,  secure  to  the  Army  oflflcers 
well  qualified  to  perform  their  various  duties  and  to  meet  all  their  re- 
sponsibilities. 

All  of  which  is  respectfully  submitted. 

I  am,  very  respectfully,  your  obedient  servant, 

HAKVEY  BROVVI^, 
Brevet  Colonel^  United  States  Army. 

Lieut.  J.  C.  Ives, 

Secretary  U.  S.  Military  Academy  Commission. 


MILITARY    ACADEMY    AT    WEST    POINT.  173 

P. 

Washington,  July  25,  18G0. 

Sir:  I  have  received  your  circular  letter  inviting  opinious  to  be  laid 
before  tlie  Commission. 

I  think  the  Academy  as  it  now  is  an  excellent  institution  for  its  pur- 
poses, and  that  no  radical  changes  should  be  attempted  in  it. 

I  think  the  fifth  year  will  be  of  great  value  to  the  academic  term,  and 
that  it  should  bring  into  the  course  of  studies  the  Si)anislj  language,  the 
history  and  art  of  war,  military  law,  and  the  rules  of  evidence  of  the 
common  law,  and  give  cadets  some  time  and  opportunity  for  general 
reading,  which  heretofore  they  had  not  in  the  course  of  science  they  Iiad 
to  accomplish  in  four  years.  The  scientific  education  pursued  at  the 
Academy  has  aimed  at  a  special  object.  A  more  liberal  course  of  study 
has  always  been  preferred  for  the  general  purposes  of  life.  A  great  and 
learned  man  who  knew  the  systems  of  education  from  Socrates  down  to 
our  day,  was  of  opinion  tiiat  the  ^'•tcorls  of  orators,  historians,  and  poets'"' 
furnished  the  best  course  of  scholastic  study.  Undoubtedly  they  make 
a  useful  part  as  well  as  the  ornamental  part  of  education.  But  they  are 
attractive  enough  of  themselves,  and  need  not,  I  suppose,  be  given  to 
the  scholar  as  part  of  his  set  task.  On  the  contrary,  he  is  likely  to  get 
the  best  advantage  from  them  in  the  free  use,  according  to  his  inclina- 
tion, of  a  good  library,  if  he  will  only  foil  w  the  rule  to  read  much 
rather  than  many  things.  I  would  not,  therefore,  propose  to  introduce 
general  history  and  literature  into  the  text  books  and  class  studies  of 
the  Academy  ;  but  to  take  advantage  of  the  fifth  year,  and  as  one  of  the 
great  benefits  to  be  derived  from  it,  to  enable  the  cadet,  in  the  way  in- 
timated, to  pursue  those  studies,  to  some  extent,  for  himself.  He  will 
acquire  from  them  a  love  of  letters  and  study,  which  text  books  of 
science  do  not  give  to  most  minds,  and  which  will  influence  the  tastes 
and  habits  of  life. 

I  think  metaphysics,  ethics,  theology,  logic,  and  rhetoric  had  better 
be  omitted  from  the  studies  of  the  Academy,  except,  perhaps,  so  much 
as  may  show  what  they  are.  NVhether  there  is  too  much  of  the  mathe- 
matics and  exact  sciences  in  the  present  course,  or  whether  there  has 
been  of  late  a  tendency  the  other  way  to  lower  the  standard  of  science, 
and  give  a  school  of  science  a  bad  turn  to  a  school  of  practice,  are  points 
on  which  I  venture  no  opinion. 

I  suppose  it  is  noi  possible  to  put  any  Latin  into  the  course,  though 
Latin  be  the  best  part  of  an  English  education. 

As  the  Academy  is  our  oidy  school  of  engineers  and  artillery,  the 
sciences  required  by  those  corps  should  be  taught  to  all  who  take  the 
diploma.  To  have  the  ofticers  of  an  Army  so  educated,  where  it  can  be 
— as  iu  a  small  Army  it  may — is  a  great  advantage,  and  one  peculiar  to 
our  service.  How  far  the  practical  instruction  in  engineering  and  artil- 
lery, which  belongs  to  schools  of  application,  can  be  given  in  a  school  of 
science  and  theory,  without  more  loss  than  gain,  will  always  be  a  mat- 
ter of  difficulty  to  adjust. 

In  regard  to  the  course  of  instruction,  I  can  only  submit  these  general 
opinions,  too  general  and  indefinite  to  be  of  much  value. 

On  the  organization,  I  desire  to  submit  opinious  oidy  on  two  points: 

1.  Tliat  the  superintendency  ought  to  be  kept  and  confined  to  the  En- 
gineer Cor{)s.  By  law  it  is  so  now,  has  always  been  so,  and  I  know  of 
no  necessity  or  good  reason  to  change  it. 

The  engineers  being  the  highest  department  of  military  science,  and 
that   which,  in  some  measure,  embraces  the  rest,  it  appeared  fit  and 


174  MILITARY    ACADEMY    AT    WEST    POINT. 

proper  to  place  the  institution  where  that  science  is  taught  under  the 
direction  of  that  corps.  The  bureau  of  tiie  corps,  in  the  War  Depart- 
ment, hasl)ccn  a  convenient  authority  for  the  administration  of  tl)e  dis- 
cipline and  linan(;es  of  the  institution. 

It  has  l)een  sn«jgested  tiiat  more  capable  men  for  administration  and 
government  might  be  got  by  selection  from  the  whole  Army.  There 
are  very  capable  men  in  the  Engineer  Corps,  as  might  be  supposed 
from  the  way  it  has  been  constituted.  The  i)ost  of  commandant  has 
been  open  to  the  whole  Army,  and  the  comujandants  have  not  been  as 
capable  men  as  the  superintendents.  ''  Everything  in  France  degen- 
erates into  an  abuse,''  said  Marshal  Soult  in  his  olllcial  commentary, 
when  ^linister  of  War,  on  the  regulations  he  published  to  the  French 
army.  If  the  appointment  of  Superinter.dent  is  thrown  open  to  selec- 
tion in  the  Army  it  will  become  subject  to  political  and  personal  influ- 
ence ;  or  the  best  we  can  hope  for  will  be  that  it  will  be  given  to  mili- 
tary services  to  the  best  soldier.  But  even  then  the  fit  qualifications 
for  the  office  will  be  lost  sight  of.  For  it  is  not  the  ofiUce  of  the  Super- 
intendent to  train  the  cadets  in  disci|)line  and  military  exercises  ;  that  is 
for  the  connnandant,  selected  for  this  puri)ose  from  the  line  ;  nor  is  it  a 
chief  object  of  the  Academy  to  exhibit  a  disciplined  and  well-traiued 
battalion,  it  is  a  school  of  the  military  sciences.  The  Superintendent  is 
the  head  of  a  school  of  science,  the  chief  of  the  Academic  Board.  He 
ought  to  be  a  scientific  officer,  capable  of  taking  tiie  general  direction  of 
the  Academy.  On  the  whole  I  cannot  doubt  but  that,  if  the  institution 
is  to  be  continued  for  the  object  it  was  established  for,  it  ought  to  remain 
under  the  administration  of  the  Engineer  Bureau  of  the  War  Depart- 
ment, and  be  superintended"  by  a  competent  officer  of  engineers.  The 
original  organization,  and  what  is  now  the  organization  according  to 
law,  provides  and  allows  only  officers  of  engineers,  and  the  professors 
and  cadets,  to  make  any  part  or  have  any  function  in  the  Academy.  It 
will  be  better,  I  think,  to  return  to  that  scheme  of  organization,  and 
exclude  from  it  all  officers  but  engineers,  than  to  have  any  but  an  engi- 
neer at  the  head  of  it.  A  liberal  education  in  the  schools  and  colleges 
of  the  country  would  prepare  officers  for  the  infantry  and  cavalry. 

It  has  been  suggested  that  as  the  act  of  1858  gives  the  Superintend- 
ent local  rank  of  colonel  of  engineers,  any  officer  being  appointed  be- 
comes an  officer  of  engineers,  and  satisfies  the  law  of  1802,  that  the 
Superintendent  shall  be  an  officer  of  engineers.  I  think  the  argument 
untenable.  The  law  of  1802  is  not  repealed.  The  condition  precedent 
still  stands.  The  act  of  1858  evidently  recognizes  and  continues  it. 
But  if  not,  and  the  mere  appointment  makes  an  engineer,  and  satisfies 
the  law  of  1802,  then  any  citizen  may  be  made  Superintendent.  There 
is  no  law  preferring  an  officer  of  the  line  to  a  qualified  cit  zen. 

It  has  been  argued  that  the  Academy  is  to  produce  soldiers,  not  schol- 
ars ;  that  a  distinguished  soldier  at  its  head  would  exert  a  moral  influ- 
ence in  forming  the  characte-r  and  sentiments  of  the  cadets,  i  don't 
think  there  is  much  in  that  idea.  That  sort  of  impression  is  likely  to 
be  feeble  ;  more  engaging  examples  of  excellence  will  be  found  in  his- 
tory and  romance.  The  influences  that  impress  the  imagination  cannot 
be  provided  or  regulated  ;  the  test  at  the  Academy  has  been  scholarship, 
according  to  that,  the  graduates  take  i)romotion  and  rank  in  tlie  Army. 
There  is  no  other  test  of  their  soldierly  merit  and  fitness  to  be  officers. 
We  come  back,  therefore,  to  the  idea  that  the  Military  Academy  is  a 
school  of  science  ;  that  its  aim  should  be  scholarship,  and  that  it  sliould 
be  controlled  by  influences  conducive  to  that  end. 

2.  The  other  point  I  have  to  suggest  relative  to  organization  is  that 


MILITARY   ACADEMY    AT    WEST    POINT.  175 

the  Decessary  details  from  tbe  Army  for  tbe  Academy  ought  to  be  allowed, 
and  regulated  by  law.  Ouly  one  assistant  professor  in  each  department 
is  now  allowed  by  law,  and  in  some  they  have  many.  The  law  ought  to 
say  how  many.  They  ought  all  to  have  the  same  compensation,  and  the 
term  of  the  detail  ought  to  be  limited  by  law.  As  the  cadets  are  never 
encamped  more  than  two  mouths  a  year,  the  law  directing  three  months 
had  better  be  repealed. 

In  regard  to  the  demerit  system,  I  think,  after  much  reflection  on  that 
subject  when  I  was  on  the  board  of  otlicers  to  revise  the  regulations, 
and  from  consultation  with  other  ofticers  since,  that  perhaps  the  whole 
matter  had  better  be  left  where  the  regulations  of  18.57  leave  it.  The 
subject  is  uot  without  diificulty,  and  no  system  can  be  devised  which 
may  not  be  abusetl  in  practice.  1  suppose  the  appeal  from  the  Superin- 
tendent to  the  Academic  Board  may  be  found  inconvenient.  And  I 
think,  certainly,  that  a  cadet,  by  being  convicted  by  a  court-martial, 
should  not  stand  better  on  the  merit  roll  than  if  he  had  not  been  tried. 
The  question  is  of  relative  merit  in  a  class. 
Respectfullv,  vour  obedient  servant, 

J.  F.  LEE, 
Brevet  Major  and  Judge  Advocate. 

Lieutenant  J.  0.  Ives, 

Secretary  United  States  Military  Academy  Commission. 


R. 

Washington,  D.  C, 

July  27,  18G0. 

Sir  :  In  compliance  with  the  request  of  the  Commission,  instituted 
by  virtue  of  the  eighth  section  of  tlie  act  of  June  21,  1860,  making  ap- 
propriation for  the  support  of  the  Army,  I  respectfully  submit  the  fol- 
lowing remarks : 

The  subject  of  education,  so  as  "  to  secure  to  the  Army  officers  best 
qualified  to  perform  their  various  duties  and  to  meet  ail  their  responsi- 
bilities," is  one  that  has  engrossed  the  highest  abilitj'  of  most  of  the 
nations  of  Europe. 

Various  plans  have  been  aud  are  in  trial,  and  it  would  be  presump- 
tuous in  me  to  give  information  to  the  "  Commission"  on  the  general  sub- 
ject. A  full  report  on  the  subject  of  military  education  will  be  found  in 
the  report  of  the  commissioners  (British)  appointed  to  consider  the  best 
mode  of  reorganizing  the  system  for  training  officers  for  the  scientific 
corps,  together  with  an  account  of  foreign  and  other  military  education, 
published  in  London  in  1857. 

Taking  it  for  granted  that  we  are  to  have  but  one  school  (military)  to 
prepare  officers  for  our  Army,  the  princii)le  that  each  candidate  should, 
to  a  certain  extent,  receive  a  scientific  education  appears  to  me  sound, 
and  the  system  adopted  at  West  Point  well  chosen. 

A  great  advantage  would  be  gained  by  the  cadet  entering  the  institu- 
tion with  a  greater  proficiency  in  a  plain  English  education,  and  a  plan 
might  be  devised  to  effect  this  object.  The  appointment  of  the  cadet, 
say,  one  year  before  joining  the  Academy,  might,  in  this  respect,  prove 
beneficial. 

The  encouragement  of  all  athletic  exercises  at  the  institution,  and 
discouragement  of  sedentary  life,  particularly  during  the  winter  months, 
would  bring  a  higher  degree  of  physical  life  and  enterprise  into  the 


176  MILITARY    ACADEMY    AT    WEST    POINT. 

Array.  Souie  kciowledge  of  army  accounts  would  be  very  beneficial, 
and  should  beac<iuired  even  at  a  loss  of  some  of  the  scientific  theoretical 
discussions.  Less  rigid  aijplication  of  '^  reports''  and  ''  demerit"  would, 
I  think,  do  no  harm. 

^luch  has  been  said  of  the  propriety  o\'  throwing  open  the  selection 
of  the  k>ui>eiinlendent  to  the  whole  Army,  and  at  a  first  glance  this 
would  seem  to  carry  with  it  advantagi-s  only;  a  closer  examination  will 
show  many  disadvantages,  one  of  which  would  be  the  witlidrawal  of 
that  strong  support  the  Superintendent,  in  his  ditlicult  and  delicate 
duties,  has  received  from  the  Ciiief  Engineer,  The  Academy  has  ac- 
quired its  present  high  reputation  under  the  Superintendents  from  the 
Corps  of  Engineers,  and  surely  it  will  not  be  pretended  that  the  corps 
has  not  within  it  at  the  present  time  as  high  an  order  of  merit  as  ever 
before.  I  therefore  see  no  necessity  for  extending  the  field  of  selection, 
particularly  now  that  the  local  rauk  the  situation  confers  allows  the 
choice  to  be  made  from  any  grade. 

In  conclusion,  such  is  my  impression  of  the  system  adopted  at  West 
Point  that  1  should  deem  any  wide  departure  from  it  a  misfortune  to  the 
Army. 

Very  respectfully,  your  most  obedient  servant, 

ALEX.  E.  SHIRAS, 

Captain,  C.  S. 

Lieut.  J.  C.  Ives,  Topographical  Engineers^ 

Secretary  to  Commission,  West  Point,  Kew  York. 


MILITARY   ACADEMY    AT    WEST    POINT. 


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178  MILITARY    ACADEMY    AT    WEST    POINT. 

T. 

I  havo  the  honor  to  submit  the  IbUowiiiji-  answers  to  tlie  ([iiestions 
l)i(»|)()nn(le(l  to  the  (loiiunandaiit  (if'cadets  by  I  he  IJniti'd  States  Military 
Academy  Commission,  and  in  the  oihUm-  in  whieli  tliey  were  proposed. 

I.  The  only  el>an«;es  or  niodilications  in  the  oi  jianization  of  the  aca- 
dendc  stall,  or  in  tlie  ai)p(>intiMent  ot"  the  memhcMs  thereof,  which,  in  rny 
opinion,  wonhl  be  dcsirabh%  are,  that  no  (illicers  shouhl  be  ordered  on 
<inty  in  the  tactical  (U'partment  until  they  had  ser\ed  at  least  five  years 
witli  their  icfiiments,  and  all  others  at  least  three  years;  and  that  the 
superintendciicy  ol  tlie  Military  Academy  should  be  thrown  open  to  the 
Army.  It  is  obvious  that  no  oHicer  should  return  here  on  duty  until  be 
has  seen  some  field  service  or  duty  with  his  regiment  or  corps,  and  in 
the  tactical  department  until  all  tlie  (radets  who  were  with  him  at  the 
academy  have  graduated.  The  superiutendency  is  now  contined  to  one 
coips.  High  scieiititic  attainments  are  not  indispensable  to  his  duties, 
but  high  rank,  experience,  administrative  ability,  and  habits  of  com- 
mand are  indisputably  necessary,  and  these  cannot  always  be  obtained 
by  limiting  the  selection  to  the  Corjis  of  Engineers. 

II.  The  present  system  of  ai)pointing  cudets  is  objectionable,  but 
whether  a  better  could  be  devised  is  questionable.  I  have  none  to  pro- 
pose. * 

III.  The  ])resent  mode  of  recommending  and  assigning  cadets  to  the 
diflerent  corps  of  the  Army  I  think  objectionable  and  degrading. 
AVhen  a  cadet  receives  a  diploma  he  is  supposed  to  be  tit  foi*  any  corps 
in  the  Army,  yet  some  are  recommended  only  for  the  mounted  corps 
and  the  infantry,  and  are  virtually  told  that-  they  are  considered  undt 
to  command  or  do  duty  in  any  other  branch  of  the  service.  It  is  true 
that  sonje  graduates  are  better  qualified  for  particular  corps  than  others ; 
this  is  natural,  but  this  fitness  does  not  de])end  alone  on  class  standing, 
which  is  the  only  criterion  by  which  the  Academic  Board  is  guided  in 
their  rf  commendations.  1  don't  know  that  they  could  have  a  better,  for, 
with  all  due  respect  to  my  colleagues,  they  are  not  supi)ose«l  to  know 
what  requisites  are  necessary,  beyond  class  standing,  to  constitute  a 
good  cfficer  in  the  field.  They  certainly  do  know  whether  a  cadet  is 
proficient  in  drawing,  and  whether  he  understands  the  motion  of  the 
heavenly  bodies,  but  how  can  they  determine  whether  he  has  those  par- 
ticular elements  of  character  which  will  best  tit  him  for  this  or  fhnt  par- 
ticular arm  of  the  service?  It  is  impossible.  The  Academic  Board 
should  therefore  make  no  recommendations  rrhatever,  and  no  assign- 
luetits  to  corjis  should  be  made  until  all  the  graduates  have  served  three 
years  in  the  line  ot  the  Army.  The  staff  corps  should  then  be  open  to 
competition,  and  all  who  wish  should  be  re-examined  with  that  view, 

IV.  Uuder  the  head  of  discipline,  I  would  respectfully  call  attention 
to  the  following  order  from  the  Secretary  of  TVar,  which,  in  my  opinion, 
ought  to  be  abrogated,     'ihe  order  reads  as  follows  : 

"  War  Department,  April  12,  186t>. 

"The  following  regulation  will  be  published  immediate!}' on  its  re- 
ceipt at  the  Military  Academy,  for  the  government  of  all  concerned,  and 
all  existing  regulations  inconsistent  therewith  are  hereof  repealed  : 

"  I.  Hereafter  all  subjects  which  enter  the  estimate  of  class  standing 
shall  be  matters  of  examination  by  the  Academic  Board. 

"  II.  In  making  up  the  conduct  rolls,  only  such  demerit  marks  as  are 
given  for  violations  of  published  regulations  shall  be  taken  into  account. 


MILITARY    ACADEMY    AT    WEST    POINT.  179 

•'  III.  Whenever  a  cadet  shall  he  tried  for  an  offiiiise  by  a  coiirt-iii  ir- 
tial  tlie  demerit  marks  for  such  offense  shall  be  canceled. 

"  IV.  Whenever  a  cadet  shall  feel  himself  agi^rieved  by  a  decision 
affecting  his  demerit  account,  he  may  appeal  tVom  such  decision  to  the 
Academic  Board,  whose  duty  it  shall  be,  ac  the  end  of  ea(;h  month,  to 
consider  and  decide  in»on  all  such  appeals. 

"JOHN  B.  FLOYD, 

"  Secretary  of  IVar." 

Which  order,  in  its  operation,  has  been  injuiious  to  disci|)line.  I  for- 
bear comment;  the  order  is  referred  to  the  attentive  consideration  of 
the  Commission. 

The  code  of  rcfjulatioiis  for  the  government  of  the  Military  xVcademy 
is  admirably  calculated  to  serve  the  purposes  for  which  it  was  framed. 
I  have  no  alteration  or  amendment  to  suggest.  But  no  code  can  be 
effective  unless  it  is  rigidly  enforced  both  here  and  at  Washington. 
W"e  have  faithfully  eudeavor<'d  to  do  our  duty  ;  but  I  regret  to  say  tliat 
the  authorities  have  not  been  properly  sustained  by  the  present  heail  of 
the  War  Departjuent.  The  result  has  been  injurious  to  the  best  inter- 
ests of  the  Academy. 

V.  Since  the  adoption  of  the  five  years'  course  of  instruction,  the 
first  class  have  had  all  the  privileges  and  indulgences  which,  in  my 
opinion,  they  ought  to  receive.  The  first  class  privates  are  excused 
from  gunrd  duty  in  camp  and  in  barracks;  they  perforin  only  the  du- 
ties of  officers  in  camp,  and  are  required  to  go  to  companv  drills  only 
when  they  have,  in  their  turn,  to  perform  the  «luties  of  officers.  Last 
year  the  first  class  had  permission  to  visit  the  library  when  it  did  not 
interfere  with  their  other  duties,  and  in  granting  permits  and  indul- 
gences I  always  discriminate  in  favor  of  that  cla,ss.  I  have  done  all 
in  my  power  to  elevate  their  position.  I  should  be  ])leased  to  ])lace 
them  in  a  transition  state,  from  the  warrant  to  the  coimuissioned  offi- 
cer, but  some  of  us  know  how  dififiuilt  it  is  for  a  graduate  even  to  di-^est 
himself  of  his  cadet  feelings  and  sym[)athies  ;  and  I  have  not  been  able 
to  see  clearly  how  the  transformation  could  be  accom[)lislied.  If  higlier 
emoluments  should  be  granted  to  the  first  class  with  greater  privileges 
than  those  I  have  enumerated,  and  they  should  live  in  barracks  in  con- 
stant association  with  the  other  cadets,  I  fear  their  example  might  be 
pernicious,  and  tlieir  rooms  a  lounging  place  for  the  vicious  and  idle. 

VJ.  1  instruct  in  artillery,  cavalry,  and  infantry  tactics,  equitation, 
or  the  veterinary  science  an(l  art,  out  post  duty,  strategy,  grand  tactics, 
and  army  organization  and  administration.  These  different  subjects 
are  taught  principally  from  text-books.  Lectures  are  given  in  strategy 
and  in  equitation. 

YII.  My  experience  of  the  last  year  has  led  me  to  the  conviction  that 
army  organization  and  administration  might  be  omitted  with  advantage 
from  the  course,  and  the  subject  of  strategy  enlarged.  All  the  subjects 
taught  by  the  commandant  ought  to  be  transferred  from  the  second  to 
the  first  class.  These  branches  would  seem  to  be  an  appropriate  and 
agreeable  termination  to  the  course  of  instruction  of  the  c  idet  in  the 
nnlitary  profession.  In  strategy  the  instruction  should  be  given  partly 
by  le(;tures ;  and  the  question  presents  itself  whether  these  lectures 
should  be  delivered  by  the  cadets  or  the  instructois.  If  the  course  of 
instruction  be  transferred  to  the  first  class,  t  have  no  hesitation  in  say- 
ing that  they  ought  to  be  given  by  the  cadets.  The  princi()les  of  strat- 
egy are  few  and  simi)le,  and,  once  understood,  can  be  a[)i)lied  in  the 
illustration  ol   a  campaign  as  well  by  the  pupil  as  by  the  iustructor 


180  MILITARY   ACADEMY    AT    WEST    POINT. 

The  nocossity  for  luilitiiry  readinf;^,  for  thinking,  and  for  writing,  which 
the  ])ropiuation  of  a  k'ctiirc*  necessarily  JcMjiiires,  would  be  of  great  ad- 
vantage to  the  cadet,  who,  from  the  nature  of  liis  studies,  has  few  in- 
centives for  the  improvement  ot  his  style  or  for  historical  research. 

VIII.  I  do  not  believe  the  present  course  of  instruction  excessive,  nor 
do  I  believe  that  it  gives  the  cadets  an  unnecessaiy  amount  of  leisure. 
I  tliink,  however,  that  a  cadet  should  not  be  required  to  recite  more 
than  two  lessons  a  day  ;  and  a  piogramme  of  studies  arranged  on  this 
|>rincii)le  would  be  an  improvement. 

IX.  1  have  no  modifications  or  changes  in  the  regulations  or  the  ad- 
ministration of  the  Academy  to  suggest,  which  would,  in  my  opinion, 
conduce  to  the  better  i)reparation  of  the  cadets,  i)hysically,  morally,  or 
intellectually,  for  the  duties  of  officers  of  the  Army. 

In  this  connection  it  is  ])roper  to  remark  that  in  spring,  summer, 
and  tail  the  military  exercises  are  sufficient  for  the  physical  develop- 
ment of  the  cadets,  and  in  winter  they  can  resort  to  the  gymnasium, 
or  to  a  room  where  music  is  provided,  and  where  those  who  wish  can 
dance. 

X.  1  have  always  been  in  favor  of  a  four  years'  course  of  instruction. 
When  1  remembered  how  irksouie  the  life  had  been  to  me  here,  how 
distasteful  the  studies,  and  how  happy  I  was  to  get  away  at  the  expi- 
ration of  four  years,  I  confess  I  was  unwilling,  by  any  act  of  mine,  to 
continue  or  to  extend  the  course  to  tive  years.  When  the  subject  was 
under  consideration  by  the  Hon.  Jefferson  Davis,  then  Secretary  of 
War,  I  recommended  schools  of  api>lication  as  a  substitute  for  the 
additional  year;  and  I  have  had  no  cause  since  then  to  change  my 
views.  The  majority  of  our  young  men  enter  the  Acadeniy  over  eight- 
een years  of  age,  or  betvi^een  eighteen  and  tweuiy-one ;  and  if  a  young 
man  enters  at  twenty-one,  he  will  graduate  at  twenty-six,  which  is 
much  too  old  to  commence  a  career  in  which  he  cannot  hope  to  be  a 
captain  under  fourteen  years'  service,  or  before  he  is  forty.  If  the  five 
years'  cour»e  be  continued,  I  would  recommend  that  the  age  for  admis- 
sion be  changed,  and  that  no  cadet  be  permitted  to  enter  over  nineteen 
years  of  age. 

I  grant  that  if  the  course  should  be  changed  to  four  years  that  sev- 
eral subjects  now  taught,  and  which  are  iuiportant,  would  have  to  be 
omitted.  1  refer  more  particularly'  to  the  Spanish  language  and  to 
Strategy.  But  could  not  this  deficiency  be  supplied  by  raising  the 
standard  of  admission?  If  this  cannot  be  done,  ought  not  a  graduate, 
■with  the  solid  foundation  laid  by  a  four  years'  course,  and  with  leisure 
at  his  comurand,  be  able  to  build  a  superstru<;ture  suited  to  his  wants 
and  tastes'?  On  the  other  hand,  I  fear  that  the  live  years'  course,  with 
the  mental  lal)ors  re<piired,  and  the  restrictions  imposed,  might  have 
the  effect  of  creaiing  a  distaste  for  books;  and  the  graduate  might  be 
60  satiated  with  study  as  to  leave  but  little  inclination  for  further  im- 
provement. 

I  am  of  opinion  that  whenever  an  officer  of  the  Army  is  selected  to 
fill  a  vacant  chair  attlie  Aca^lemy  that  he  should  retain  his  commission 
iu  the  Army,  and  when  |)romoted  to  a  majority  that  he  should  here- 
quired  to  vacate  his  professorship  and  return  to  the  Army.  This  would 
have  the  effect  of  kte|)iiig  u|)  a  sympathy  between  the  Army  and  the 
piofessors,  and  would  always  secure  effi>;ieut  professors  it  the  Academy. 
By  allowing  the  professors  to  remain  here  an  iiuletinite  term  of  years, 
and  by  dissolving  tlieir  coMucctiou  with  the  Army,  the  danger  is  that 
they  might  lose  sijjfht  of  the  great  object  of  the  institution,  which  is  to 
make  soldiers,  and  if  they  controlled  the  Academy,  to  which  there  is  a 


MILITARY    ACADEMY    AT    WEST   POINT.  181 

tendency,  that  we  might  have  in  name  a  great  military  institution  with- 
out the  necessary  military  elements  to.  give  it  effect. 

I  am  also  of  oi)inion  that  the  professors  should  be  required  to  teach ; 
that  their  duties  should  not  be  confined  to  a  mere  supervision  of  their 
classes,  but  to  each  a  section  should  be  assigned,  which  should  bounder 
his  immediate  instruction.  The  professor  of  nuithematics  and  the  pro- 
fessor of  ethics  might  be  exceptions  to  this  rule,  in  consequence  of  the 
number  of  classes  uiuler  their  control,  and  the  impossibility,  if  they  did, 
of  comi)lying  fully  with  section  forty-two  of  the  Academic  Kegulatioua, 
which  requires  the  professor  to  ''  ascertain  the  proficiency  of  the  sections 
intrusted  immediately  to  their  assistants,  the  relative  merits  and  quali- 
fications of  the  cadets  of  the  whole  class,  and  the  manner  in  which  the 
assistants  have  performed  their  duty."  With  respect  to  the  other  pro- 
fessors, I  see  no  reason  why  they  cannot  teach  and  still  comply  with, 
this  regulation. 

I  am  of  opinion  that  "the  commandant  of  cadets  should  be  next  ia 
rank  to  the  Sui)erintendent  on  the  Academic  Board.  The  present  reg- 
ulation on  the  subject,  section  8,  Academic  Kegulations,  reads  as  fol- 
lows :  "  The  members  of  the  academic  staff  shall  take  rank  as  follows: 
First,  the  Superintendent;  second,  the  commandant  of  cadets,  if  a 
field  ofticer,  and  the  professors  of  the  Academy,  according  to  the 
date  of  commission."  This  regulation,  it  will  be  remembered,  was 
made  before  the  passage  of  the  law  giving  the  local  rank  of  lieutenant- 
colonel  to  the  commandant,  and  it  was  framed  on  the  supposition  that 
he  would  never  be  of  higher  rank  than  a  major,  which  is  the  assimi- 
lated rank  of  the  professors.  But  the  law  has  given  him  additional 
rank.  The  regulation,  however,  has  not  been  changed,  and  the  com- 
mandant still  takes  rank,  although  a  lieutenant-colonel,  with  the  pro- 
fessors, according  to  the  date  of  commission. 

Kespt'ctfullv  submitted. 

W.  J.  HARDEE, 
Lieut.  Col,  U.  8.  A.,  Com.  Cadets. 

Lieut.  J.  C  Ives, 

Secretary  U.  S.  Military  Academy  Commission. 


U. 

West  Point,  Xew  Yoiik, 

July  25,  18G0. 

Siu:  I  have  the  iionor  to  acknowledge  the  receipt  of  your  letter  of 
the  18th  instant,  with  the  inclosed  questions. 

In  answer  to  question  1,  whether  the  instruction  in  cavalry  should 
be  curtailed  or  extended,  &c.,  I  have  to  say  that  the  theoretical  in- 
struction in  section-room  might  be  extended  with  advantage — say  ton 
or  fifteen  lessons,  the  i)ractical  instruction  remaining  as  at  present  con- 
stituted. 

With  regard  to  tlie  method  of  instruction  now  pursued,  and  any 
motlitication  called  for  in  question  No.  2,  I  have  to  state  that  it  is 
divided  into  theoretical  and  practical.  The  first  is  embraced  in  forty- 
six  lessons  in  cavalry  tactics,  veterinary  art,  and  out-post  service.  I 
have  recommended  above  that  ten  or  fifteen  additional  lessons  be  added 
to  veterinary  art. 

The  method  of  instruction  is  that  usual  here  in  other  departments — 
that  is,  recitation  at  the  board  or  with  tlie  motlcls.  with  occasional  lec- 
tures by  the  instructor. 


182  MILITARY    i^CADEMV'    AT    WEST    P  )IN 

Tlio  prncticnl  instruction  coninionoos  the  third  class  year  in  equita- 
tion on  the  phiin  or  in  tlie  hall,  ami  is  continued  durinj;  the  academic 
terms  till  j;ra(lnation.  The  chief  aim  is  to  make  good  horsemen,  thoujjh 
a  ])ractical  knowledge  of  tactics  is  also  gained.  Leaping  hurdles  and 
ditches,  racing,  saber  and  ]nstol  i)ractice  (with  blank  and  ball  car- 
tridge), 1  mining  at  the  heads,  «S:c.,  is  diligently  i)ursued  the  last  or  tirst 
class  year.  1  know  of  no  moditications  which  are  not  within  the  dis- 
cretion of  the  instructor  that  would  improve  the  course. 

1  am,  sir,  very  lespectfully,  your  most  obedient  servant, 

ClIAELES  W.  FIELD, 
Assist.  Inst.  Cav.y  U.  S.  Mil.  Academy. 
Lieut.  J.  C.  IVKS, 

Secretary  Commission,  dc. 


V. 

Promotion  in  each  arm  should  be  by  regiment,  and  iu  the  staff  corps 
by  corps,  to  a  majority. 

When  a  vacancy  occurs  iu  the  grade  of  first  lieutenant  of  a  regiment 
(and  the  same  for  the  several  corps),  every  second  lieutenant  of  that 
regiment  or  corps,  of  two  years'  standing  iu  his  grade,  shall  be  allowed 
to  compete  for  the  vacancy  before  an  examining  board  provided  and 
constituted  as  hereiuafter  stated. 

When  a  vacancy  arises  in  the  grade  of  captain  in  any  regiment  or 
corps,  the  first  lieutenants  of  that  regiment  or  corps,  of  at  least  three 
years'  company  or  regimental  service  iu  that  grade,  shall  compete  for 
ithe  vacancy  before  an  examining  board  constituted  and  organized  as 
hereinafter  stated. 

On  a  vacancy  arising  among  the  majors  of  a  regiment  or  corps,  the 
captains  of  that  regiment  or  corps,  of  at  least  five  years'  service  with 
their  companies,  shall  compete  for  the  position  before  an  examining 
board  as  afterwards  stated. 

The  lieutenant  colonel  shall  succeed  to  the  vacancy  of  colonel,  and 
the  senior  major  to  that  of  lieutenant-colonel,  in  case  of  a  vacancy  in 
that  grade.  If  from  any  cause  these  men  have  become  incompetent  for 
their  positions  or  for  jn^omotiou,  they  shall  be  retired  from  the  Army 
and  make  vacancies  to  be  filled  by  i)romotiou. 

The  examining  board  for  promotion  shall  be  appointed  by  the  Secre- 
tary of  War  ordinarily  ;  but,  in  time  of  war,  the  commanding  general 
of  the  Army,  in  the  field  or  in  a  foreigu  country,  may  appoint  for  pro- 
motions as  high  as  the  rank  of  captain,  inclusive. 

For  the  examination  of  second  lieutenant,  the  board  shall  consist  of 
one  first  lieutenant,  one  captain,  one  field  officer  (in  case  a  competent 
field  officer  cannot  be  found  in  the  regiment,  of  two  captains),  and  of 
three  suitable  officers  from  other  corps  of  such  ranks  as  not  to  be  pre- 
judiced by  tiie  i)romotion  ;  that  is,  not  to  be  first  lieutenant  in  rank. 

The  commanding  officer  of  the  regiment  present  with  it  will  preside 
over  the  board.  It  will  thus  be  compoed  of  seven  members — four  offi- 
cers of  the  regiment  or  corps  to  which  the  candidates  belong,  and  three 
other  corps  or  regiments.  (In  the  case  of  the  engineer,  if  this  should  be 
a]>plied  to  the  engineers,  the  members  may  be  all  in  that  corps.) 

To  examine  first  lieutenants  for  captains,  two  captains  and  one  field 
officer  from  the  regiment,  and  three  officers  (captains)  from  other  corps, 
presided  over  by  the  commanding  officer  of  the  regiment  or  corps. 


MILITARY    ACADEMY    AT    WEST    POINT.  183 

To  i)roinote  captains  to  a  majoiity,  there  sliould  be  a  sj>ecial  board, 
composed  of  five  officers  of  such  rank  as  not  to  be  prejudiced  by  sucli 
promotion,  and,  if  possible,  two  should  (;ome  from  the  regiment. 

A  board  or  commission,  appointed  bv  the  President,  shall  draw  up  a 
basis  or  syllabus  of  subjects  and  a  groundwork  of  the  examination  for 
each  particular,  and  for  ea(;h  separate  arm  and  each  special  corps;  and 
the  law  shall  require  this  basis  to  be  revised  at  least  once  in  ten  years, 
for  the  purpose  of  modifying  it  as  experience  may  suggest. 

This  commission  shall  determine  the  general  outline  and  elements  of 
the  examination,  and  fix  the  count  of  each  element  or  subject  which 
enters  the  estimate  for  standing,  somewhat  as  follows: 

Tactics  of  the  special  arm,  and  an  explanation  of  the  process  of 
converting  one  or  more  recruits  into  soldiers,  soldiers  into 

companies,  and  companies  into  regiments, 300 

Army   regulations,   urtiijies   of    war,   and   orders,    &c.,  relating 

thereto  ;  decisions  attecting  customs,  »S:c 300 

Oourts-martial,     their    proceedings,    and    everything    relating 

thereto •- 300 

Distinguished  service,  as  gallantry  before  the  enemy  or  in  peril- 
ous positions,  to  be  adjudged  by  the  board 300 

Meritorious  service,  as  f.iithful  company  service  on  the  frontier, 
regimental  service  on  the  frontier,. commended  service  on  an 
ordnance  expedition,  faithful  anil  marked  service  in  any  staff, 
position,  or   military  service  of  an}-   kind,   where  discretion, 

abilities,  or  high  qualities  are  shown 300 

Spanish  language .   100 

French  language 100 

German  language 100 

History , 100 

Knowledge  of  small-arms  and  skill  in  their  use 100 

Riding 100 

In  case  of  doubt,  where  there  appears  to  be  equal  merit,  the  evidence 
of  the  captains  and  other  commanding  officers  shall  be  taken  to  deter- 
mine which  has  exhibited  most  professional  zeal  and  aptitude  in  the  line 
of  his  duty,  &c.  (This  will  encourage  subordination  and  efforts  to  win 
the  good  opinion  of  superiors.) 

At  each  examination  the  relative  merit  of  all  persons  examined  shall 
be  determined,  and  a  list  sent  to  the  War  Dei)artment  for  the  informa- 
tion of  thegovernn)ent  and  use,  in  case  of  death  or  resignation,  directly 
after  promotion.  This  lormatiou  would  be  valuable  in  detailing  other 
duties. 

First  lieutenants,  when  examined  for  captains,  should  be  subject  to 
examination  upon  all  the  course  included  in  the  grade  of  second  lieuten- 
ants, and,  say  the  following  or  something  like  it,  in  addition  :  On  fort 
service;  the  service  of  advance  and  rear  guard  and  flankers;  convoys 
under  all  the  peculiar  circumstances  of  our  service,  as  well  as  foreign  ; 
marches  of  all  kinds,  and  i)articularly  of  small  bodies  of  troops  in  Indian 
country;  encampments;  bivouacs;  passage  of  mountains,  streams,  and 
obstacles  of  all  kinds  ;  a  knowledge  of  transportation,  particularly  for  a 
comjjany  and  for  ten  companies ;  liow  to  make  requisition  for  all  sup- 
plies for  a  company. 

Field  fortifications,  attacks  and  defense  of  small  posts,  buildings,  in- 
closures,  &c. 

Captains,  when  promoted  to  a  majority,  say  in  the  infantry,  to  be  ex- 
amined in  addition  to  the  foregoing  in  strategy  and  military  history, 


184  MILITARY    ACADEMY    AT    WEST   POINT. 

grand  tactics,  army  orgauizatlon  ami  administration  ;  the  attack  and 
defense  of  jjositioiis  in  the  Held,  with  all  the  arms  and  with  different 
combinations  of  the  three  arms  or  with  one  alone;  orders  of  battle,  to 
dispose  troops  for  battle  in  varions  i)ositions ;  the  tactics  of  the  three 
arms;  the  composition  of  all  corps  and  i)arts  of  the  Army,  and  the  or- 
jranization  of  tlie  armies  of  the  iive  ^reat  European  powers;  details  of 
the  duties  of  post  and  regimental  commanders  ;  post  returns  with  every 
corps  represented  ;  rejiinuMital  returns  ;  exi)lain  rej;imental  records,  ike. ; 
the  theory  of  the  punishment  of  soldiers  ;  powers  of  a  commander  of  the 
post  in  connection  therewith,  and  ordering  courts,  carrying  out  their 
sentences,  as  to  what  relates  Jo  discipline  and  responsibility,  «5cc.,  as 
may  be  thought  best  in  such  connection  by  the  board  to  define  such  ex- 
amination. 

This  will  raise  the  moral  of  the  line  regiments,  particularly  since 
hither  graduates  will  go  into  them  for  the  sake  of  rapid  promotion. 
Secured  to  merit,  it  will  keei)  the  incompetent  in  subaltern  grades,  and 
the  objection  to  full  i)romotion  from  the  ranks  will  be  removed. 

Further,  graduates  will  not  discontinue  their  studies  when  they  enter 
the  Army. 

If  the  subjects  on  which  second  lieutenants  are  to  be  examined  are 
studied  in  the  Army,  it  is  probable  that  more  correct  notions  will  be 
obtained  tiian  at  the  Academy,  where  the  subjects  of  courts  martial  are 
taught  by  a  person  who  knows  nothing  thereof,  practically,  and  the 
regulations,  and  many  other  things  by  those  who  could  have  seen  no 
practical  service.  On  this  account  cadets  often  carry  away  ideas  which 
have  to  be  unlearned,  or  discarded,  which  shakes  their  coulideuce  in 
their  education  generally  at  the  Academy. 

If  competition  for  promotion  cannot  be  secured,  the  next  thing  to  it, 
in  my  opinion,  is  to  examine  previous  to  promotion  anyhow,  and  that 
those  who  do  not  come  up  to  a  fixed  standard,  be  unhesitatingly  over- 
slaughed, and  the  next  tried,  and  so  on  until  tlie  individual  is  reached. 
There  will,  however,  in  this  case  only  be  study  sufficient  to  pass,  for  the 
motive  for  going  further  is  removed.  Neither  will  this  lead  high  grad- 
uates to  enter  the  lower  arms  of  service.  If  it  be  considered  too  much 
that  all  promotion  be  open  to  competition,  I  would  then  open  one-third 
or  at  least  one-fourth,  and  it  may  i)roduce  good  enough  re&ults  and  not 
discourage  many  worthy  men  who  want  good  pay  but  do  not  expect  to 
be  generals. 

Would  it  not  be  well  for  the  general  staff  officers  to  compete  for  their 
positions,  at  least  half  of  them,  in  order  to  stimulate  the  graduates  and 
to  get  the  best  talent  in  that  part  of  the  staff.  One  consequence  of  hold- 
ing out  such  inducements  is  that  it  will  enable  the  goveriunent  to  dis- 
cover talent,  and  though  it  is  not  rewarded,  it  may  be  made  use  of  in 
some  future  emergency. 

This  plan  to  be  introduced  gradually,  say  by  beginning  with  the  sec- 
ond lieutenants  first. 

S.  B.  HOLABTKD, 
First  Lieutenant  First  Infantry. 


W. 

West  Point,  July  31,  1860. 
Sir:  1  have  received  your  two  communications,  dated,  respective!}^, 
the  18th  and  23d  instant — the  lormer  asking,  in  behalf  of  the  Commis- 
sion instituted  to  inquire  into  the  organization,  system  of  discipline,  and 


MILITARY    ACADEMY    AT    WEST    POINT.  185 

course  of  iustractiou  at  the  Military  Academy,  to  state  what  modifica- 
tion or  changes  in  the  organization  and  coarse  of  instrnction  at  the 
Academy  are,  in  my  opinion,  desirable  to  secure  to  the  Army  officers 
best  qualified  to  perform  their  various  duties  and  to  meet  all  their  re- 
sponsibilities ;  and  the  latter  propounding-  three  questions,  viz  : 

"1.  What  modifications,  if  any,  of  the  present  mode  of  assigning 
cadets  of  the  Academy  to  corps  or  arms  would,  in  my  opinion,  be  better 
adapted  to  the  purpose  of  securing  to  each  branch  of  the  service  the 
highest  special  qualifications,  and  to  the  Army  the  greatest  general 
efficiency  i 

''  2.  To  what  extent,  if  at  all,  would  it  be  advisable,  in  my  opinion,  to 
require  officers  to  serve  in  different  corps  or  arms  1? 

"3.  Do  the  graduates  of  the  Academy,  so  far  as  I  know  or  believe, 
generally  pursue  their  professional  studies  after  entering  their  respect- 
ive corps ;  and  can  1  suggest  a  method  which  would,  in  my  opinion, 
further  stimulate  to  uselul  emulation  and  professional  improvement 
among  the  junior  officers  of  the  Army  i? " 

My  long  absence  from  the  Academy  makes  me  diffident  in  the  ex- 
pression of  any  opinion  concerning  the  course  of  instiuction  further 
than  to  say  that  such  branches  as  require  the  aid  of  able  teachers,  and 
which  cannot  well  be  studied  without  such  aid,  should  be  thoroughly 
taught  in  the  Academy.  The  ground-work  should  be  thoroughly  sci- 
entific. But  in  regard  to  the  organization  of  the  Academy,  1  do  not  feel 
the  same  hesitation. 

The  frequent  drafts  upon  tlie  line  of  the  Army  for  its  assistants,  the 
want  of  homogeneity  in  tbeofficiiil  character  of  its  corps  of  instructors, 
and  the  consequent  uncertainty  as  regards  the  public  relations  of  its 
members,  make  a  reorganization  of  the  Academy,  in  my  opinion,  desir- 
able. Indeed,  tbe  interests  of  the  Army  and  the  permanent  welfare 
of  the  institution  require  it.  Formerly  the  functions  of  the  Academy 
were  performed  by  the  Corps  of  Engineers,  of  which  the  head(iuarters 
were  at  West  Point.  This  was  in  accordance  with  the  provisions  of 
law.  But,  yielding  to  the  exigencies  of  the  public  service,  most  of  the 
officers  of  engineers  were  sent  elsewhere,  and  their  places  supplied  by 
details  from  the  other  arms  of  service.  The  character  of  the  Academy, 
in  this  regard,  is  almost  wholly  changed.  Tbe  Army  feels  the  want 
of  its  detached  officers;  thefrequent  changes  in  the  Academy,  rendered 
unavoidable  by  the  necessity  of  restoring  at  stated  and  short  intervals 
those  officers  to  their  a])propriate  duties,  impair  its  ethciency,  and  thus, 
to  meet  the  demands  of  the  works  of  public  defense,  the  care  of  the 
troops  has  beeti  abated  and  the  instruction  of  their  officers  impaired. 
The  Academy  is  a  part  of  the  military  establishment  of  tbe  country, 
and  its  connection  with  the  Army  should  be  made  as  intimate  as  pos- 
sible. To  remedy  the  evils  to  which  I  have  adverted,  I  would  suggest 
either  that  the  institution  be  reuiodeled  upon  the  plan  of  the  staff 
corps  of  the  Army,  by  giving  it  a  sej)arate  military  organization  which 
would  confer  u]»on  all  its  members  permanence  of  connection,  and, 
except  tbe  chaplain,  the  possesvsion  of  local  military  rank;  or  by  de- 
fining, by  law,  the  exact  nuinber  of  its  professors  and  assistants,  in- 
cluding tbe  adjutant  and  quartermaster,  designating  the  title  and  rank 
of  each,  and  adding  to  tbe  Army  a  number  of  oflicers  oi  like  grades, 
as  supernumeraries,  to  supply  them.  Tbe  first  method  would  be  liable 
to  the  objection  tbatin  time  tlie  institution  might  become  sui)erannuated 
by  the  age  or  premature  decay  ot  its  professors,  witli  no  remedy  but  the 
extreme  one  of  dismissal.  The  second,  which  I  deem  the  preferable, 
would,  with  a  proper  administration  of  its  attairs,  keep  the  Academy  in 


1^0  MILITARY    ACADEMY    AT    WEST    POINT. 

a  coiulirion  of  lii}j;h  and  ixM'potnal  cHiciency,  by  returning:  to  the  active 
duties  of  tiic  .Vniiy  siicli  as  slioiild  not  continue  in  tiic  <lntics  of  instruc- 
tion, and  sni>i>lyin<;  their  i)laces  Iroin  the  line  or  stall",  as  the  case  may 
he.  The  chajihiin  shouhl,  in  my  oi>inion,  be  relieved  from  all  his  pres- 
ent duties  ex<;ept  those  which  relate  to  the  pulpit  and  visitation,  and 
those  duties  transferred  to  an  additional  department,  to  be  called  the 
department  of  Enjilish  studies.  •  The  reasons  for  this  change  are  too  ob- 
vious to  require  further  remark. 

In  answer  to  the  first  question,  I  would  advise  that  when  a  class  grad- 
uates, its  members  be  distributed  among  the  different  regiments  of  the 
Army,  and  made  to  serve  with  troops;  that  all  vacancies  in  the  staff 
corps  be  filled  by  competition  from  the  line,  and  after  a  thorough  exam- 
ination of  the  competitors  by  a  competent  board,  and  that  a  certain 
length  of  continuous  service  with  troops  be  one  of  the  indispensable 
conditions  M'hich  determine  the  choice.  This  would  secure  to  the  staff 
corps  the  best  capacities  and  greatest  culrivation  in  the  Army.  There 
should  be  an  examination  for  each  grade  of  advancement  to  the  rank  of 
captain. 

To  the  second  question,  I  answer  that  every  officer  should  be  made  to 
serve,  in  succession,  with  troops  of  all  arms  of  service. 

To  the  third  question,  I  would  say  I  have  no  reason  to  believe  that 
oflicersof  the  line,  as  a  general  thing,  pursue  their  professional  studies, 
after  leaving  the  Academy,  to  any  desirable  extent,  but  if  the  plan  sug- 
gested in  my  answer  to  the  first  question  were  adopted,  they  might  be 
induced  to  do  so. 

Very  respectfully,  your  obedient  servant, 

S.  COOPER, 
Adjutant  General. 

Lieut.  J.  C.  Ives,  TojyograpliicaJ  Enqineerft, 

JSecretary  of  the  Commission  at  West  Point. 


Y. 

Fort  Monroe,  Virginia, 

July  1\S,  18G0. 
Sir  :  In  reply  to  yours  of  the  18th,  requesting  me  to  state  what  modi- 
fications or  changes  in  the  organization  and  course  of  instruction  at  the 
Academy  are,  in  my  opinion,  desirable,  I  have  to  state  that  I  prefer  the 
four  years'  course  to  that  of  five  years ;  and  also  that  I  am  of  the  opin- 
ion tnat  the  selection  of  the  Superintendent  should  be  made  from  the 
whole  Army,  and  not,  as  now,  exclusively  from  one  corps. 

I  am,  sir,  very  respectfully,  your  most  obedient  servant, 

J.  D I  MICK, 
Lieut.  Colonel  Second  Artillery,  and  Brevet  Colonel. 
Lieutenant  J.  C.  Ives, 

tSec.  Mil.  Acad.  Commission,  West  Point,  Nem  York. 


Z. 

Boston,  Massachusetts, 

July  28,  1860. 
Sir:  I  feel  much  honored  by  the  note  addressed  to  me  July  18th, 
and  which  reached  me  here  a  few  days  afterwards;  but  I  have  not  had 
the  oj)portuuity  to  make  myself  famdiar  with  the  organization  of  the 


MILITARY    ACADEMY    AT    WEST    POINT.  187 

Military  Academy  since  1843,  and  feel,  therefore,  that  any  snooestions 
would  be  out  of  place.  I  should  have  considered  it  a  great  boon  to  the 
cadet  of  182,"),  to  have  had  five  yeans  to  study  the  then  course  of  four 
years,  as  there  was  not  time  to  digest  the  various  knowledge  acquired 
from  day  to  day.  All  this  may  have  since  been  (ihanged,  and  I  merely, 
therefore,  write  to  acknowledge  my  sense  of  the  iionor  done  me  by 
your  Commission. 

Very  respectfully,  vours, 

A.  D.  BACUE. 

Lieutenant  J.  C.  Ives,  U.  S.  Top.  Engineers, 

tSecretary  Commission  under  act  of  June  21,  1800. 


Questions  submitted  by  the   United  States  Military  Academy  Commission 
to  the  Professor  of  French. 

1.  What  subjects  are  taught  in  your  department?  State  briefly  the 
amount  of  instruction  given  in  each. 

2.  Reference  being  had  to  the  objects  for  which  the  ^Military  Academy 
is  established,  sliouUl  the  teaching  in  any  of  these  branches  be  extended  ; 
and,  if  so,  in  which,  and  how  far '?  Should  it  be  curtailed  in  any  way  ; 
and,  if  so,  in  which,  and  to  what  extent! 

3.  What  method  of  instruction  is  pursued  in  your  department,  and 
are  there  any  moditications  which  would  improve  it  I 

4.  What  practical  instruction  is  giveu  in  your  department  ?  Should 
this  be  extended  or  curtailed  l 

5.  How  many  hours'  study  should  the  cadet  give  daily,  to  be  profi- 
cient in  the  course  prescribed  for  your  dei)artment ;  and  to  what  extent 
would  this  be  increased  or  curtailed  by  any  modifications  proposed  by 
you  ? 

0.  How  many  hours  daily  is  each  cadet  occupied  in  recitation  and  in 
the  section  room  in  your  department  l 

7.  Is  the  amount  of  study  required  in  your  department  such  as  to 
overtax  the  student;  regard  being  had  to  the  demands  made  upon  him 
by  the  other  departments  at  the  same  time  ?  What  modifications 
would  the  changes  ])roposed  by  you  introduce  ? 

8.  Is  there  any  indication  of  overwork,  or  of  weariness  of  study, 
among  the  cadets  in  any  of  the  departments,  in  the  recitation  room  or 
examination  hall  ? 

9.  Have  you  any  modifications  or  changes  to  suggest,  not  embraced 
in  your  answers  to  the  foregoing  questions,  resi)ecting  the  course  of 
instruction,  that  would,  in  your  opinion,  conduce  to  the  better  accom- 
plishment of  the  objects  ot  the  establishment  of  the  United  States 
Military  Academy  i 


Answers  to  questions  submitted  by  the  United  States  Military  Academy 
Commission  Jo  the  Professor  of  French. 

Question  1.  In  the  department  of  French,  the  requirements  as  ex- 
pressed in  article  5,  course  of  instruction,  paragraph  23,  of  Regulations 
for  the  United  States  Military  Academy,  are : 


188  MILITARY    ACADEMY    AT    WEST    POINT. 

1.  French  grammar. 

-.  Koadiii*;  and  writing  French. 

3.  Transhiting  French  into  English  and  English  into  French. 

The  spirit  of  the  above  regulations,  as  understood  by  the  under- 
signed, tending  njaiuly  to  prepare  the  cadet  for  the  accurate  expound- 
ing and  translating  of  any  French  text,  the  matter  forming  the  basis 
of  study  throughout  the  three  courses  of  instruction  has  been  divided 
into  four  distinct  heads,  each  exhibited  in  detail  in  the  various  pro- 
grammes submitted  successively  to  the  Academic  Hoard.  These  divis- 
ions are : 

First.  A  tabular  system,  specially  devised  for  the  use  of  cadets,  and 
intended  to  classify  the  primary  elements  of  the  language. 

Second.  A  grammatical  course  of  etymology  and  syntax,  as  applied 
to  the  particular  rules  of  the  Fren(;h  language. 

Third.  A  course  of  translation  from  text  books  of  gradual  difficulty, 
consisting  of  selections  from  the  writers  of  the  age  of  Louis  XIV  down 
to  those  of  the  present  day. 

Fourth.  The  thorough  study  and  acquirement  of  the  verbs  of  the 
language. 

Question  2.  Having  in  view  the  result  sought  to  be  attained  in  pur- 
suing the  study  of  French  at  the  Military  Academy,  the  undersigned 
is  of  opinion  that  the  present  course  of  instruction  is  sufQciently  exten- 
sive to  enable  the  cadet  to  acquire  the  desired  proficiency.  He  is  also 
of  opinion  that  any  suppression  from  the  successive  courses  of  instruc- 
tion now  in  operation  could  not  fail  to  be  manifestly  detrimental. 

Question  3.  When  the  undersigned  was  ai)pointed  to  the  professor- 
ship, his  first  endeavor  was  to  devise  and  perfect  a  course  of  instruction 
calculated  to  carry  out,  in  the  most  effective  manner,  the  spirit  of  the 
regulations.  Feeling  the  necessity  of  a  condensed  course  of  initiatory 
instruction,  he  devised,  in  addition  to  the  text  book  adopted  as  a  gram- 
mar, an  elementary  and  jtractical  tabular  system,  having  for  its  object 
the  methodical  classification  of  the  defining  words  of  the  language,  the 
important  subject  of  the  place  and  order  of  personal  pronouns,  direct 
and  indirect,  &c.,  together  with  a  scheme  of  derivation  for  the  ready 
use  of  the  regular  verbs,  the  diffeience  between  French  and  English 
prepositions,  and  a  course  of  idioms;  the  whole  so  framed  as  to  har- 
monize with  the  portion  of  the  grammar  rules  and  exercises  studied 
simultaneouslj^  with  the  tables  during  the  whole  course  of  instruction. 
For  a  proper  development  of  this  i)lau  of  instruction,  the  following 
mode  was  adopted  for  the  government  of  instructors,  as  most  conducive 
to  the  advancement  of  the  pu[iil : 

MODE  OF  INSTRUCTION — TABULAR  SYSTE^J, 

Each  table,  as  successively  studied,  to  be  written  out  on  the  block- 
board  by  the  pupil,  from  memory,  explained  by  him  thoroughly  in  all 
its  bearings,  and  illustrated  likewise  at  the  blackboard  by  practical 
exaraj)les  appended  to  each  table.  The  tables  for  successive  recitations 
to  be  handed  to  the  squad  marchers  of  each  section  in  suUicient  num- 
bers to  enable  each  member  of  a  section  to  record  them  in  blank-books 
furnished  for  the  purpose  and  subject  to  inspection.  For  purposes  of 
recitation  upon  tables,  the  pupil  will  be  sent  to  the  blockboard  with 
slips  in  the  following  form: 


MILITARY   ACADEMY    AT    WEST    POINT. 

APPLICATION  AT  BLACKBOARD. 

SLIP  No.  I. 


189 


SUPPLYING  WORDS  IN  ANSWER. 

TABLK   NO   1. 

Questions. 

Answers. 

Have  you  the  master's  book  ? 

I  have  not. 

Did  you  give  the  horse  to  the  man  ? 

I  did  not ;  your  father  did. 

Has  he  sent  the  sailors  to  the  boats  ? 

He  has  not. 

Have  the  generals  seen  the  arsenals? 

They  have. 

Will  the  children  have  the  gloves  ? 

They  will  not;  thy  mother  will. 

Did  you  not  give  the  jewels  to  tbe  marshals? 

I  did  not. 

Was  the  clerk  at  the  bank  ? 

He  was  not. 

H  0  N  0  R  E  R. 

BOARD  FILLED  UP  BY  PUPIL. 


The 
Of  the 
To  the 


TABLE  No.  1. 


The  Def 

iNiTE  Article. 

M. 

F. 

Com. 

PL 

le 

la 

V 

les 

dn 

de  la 

del' 

des 

au 

a  la 

al' 

aux 

Questions. 

Avez-vous  le  livre  du  raaitre  ? 
Avez-vous  donu6  les  chevaux  h  I'homme  ? 
A-t-il  euvoy^  les  matelots  aux  bateaux  ? 
Les  gdneraux  out-ils  vu  les  arsenaux  ? 
Les  enfants  aurout-ils  les  gants? 
Le  commis  <:^tait-il  a  la  bauque? 


Honor 

Honor 

Honor 

J'honor 

J'honor 


Primitive  Tenses. 
!  er         Reg.  verb, 
ant      Ist  conjug. 
6 


RESPONSES. 


Je  ne  I'ai  pas. 

Je  ne  les  lui  ai  pas  donncs. 

II  ne  les  y  a  pas  envoy(53. 

lis  les  ont  VMS. 

lis  ne  les  an  rout  pas;  ta  m^^c  les  aura. 

II  n'y  etait  pas. 


These  slips  lie  will  translate,  writing  out  the  special  table  in  full 
(as  in  the  diagram  above),  translating  the  practical  exuniples  in  ac- 
cordance with  the  i)rinciples  developed  in  the  table,  and  explaining 
these  i)rinciples  when  called  ui)on  to  recite.  The  same  method  will  be 
followed  for  each  snccessive  table. 


190  MILITARY    ACADEMY    AT    WEST    POINT. 

TKANSLATION. 

\  Wi'iiWiVs  L('^u)iis  Fiaiiriiisp. 

I  Cliapsal's  Alodok's  de  Littoratiiie,  (smcietit  ami  inoderu 
Text  books.  <(  writers.) 

I  Rowan's   IJeador,  (diiTicnk  extracts  from  writers  of  the 
I  present  time.) 

Ill  order  to  (counteract  the  pernicious  liabit  of  {juessinjj  at  tlie  sense 
without  an  accurate  analysis  of  the  component  parts  of  the  French 
]»hrasp,  translations  strictly  literal  are  recjuired  durinjLj  a  portion  of-  the 
first  course  of  instruction.  Experience  havinjj^  proved  that  a  |)eriod  of 
two  months'  daily  recitations  suffices  to  confirm  the  pn[)il  in  the  habit 
of  satislyiii}>'  himself  with  resi)ect  to  tlie  signification  of  every  word  as 
l)lace<l,  a.nreeably  to  tiie  rules  of  French  construction,  after  this  period 
the  instructor  will  recjnire  free  translations,  ascertaining,  when  deemed 
necessary  for  the  elucidation  of  a  difficulty,  that  the  pupil  understands 
thoroughly  the  literal  construction  and  tiie  grammatical  relation  of 
words  in  the  French  sentence,  the  text  affording  at  every  stei)  abun- 
dant opportunities  for  the  practical  application  of  the  tabular  svstem, 
the  particular  gramnmtical  rules  in  progress  of  acquirement,  the  conjuga- 
tion of  verbs  of  every  class,  together  with  the  all-important  subject  of 
the  itac  of  moods  and  tenses,  ^nd  the  difficulties  resulting  from  the  con- 
stantly varying  use  of  prepositions  in  the  two  languages. 

The  translation  lesson  will  be  conducted  in  the  following  manner  : 

1.  The  pupil,  standing  in  the  center  of  the  room,  reads  iu  a  clear  tone 
a  portion  of  the  French  text  as  an  exercise  in  pronunciation. 

2.  He  proceeds  to  translate  literally  or  freely  as  the  instructor  may 
direct. 

o.  The  book  being  closed,  the  instructor  examines  the  pupil  orally, 
giving  him,  in  the  first  place,  the  Fren(;h  text  vica  voce,  lequiring  acor- 
rect  English  translation  ;  and,  in  the  second  place,  an  English  version 
of  the  text,  recpnring  the  French  translation;  this  latter  exercise  serv- 
ing as  a  test  for  the  various  rules  of  French  instruction  already  ac- 
quired, and  alfordmg  an  opportunity  for  new  explanations. 

GRAMMAR;    RULES  AND  EXERCISES  ;    TEXT-BOOK;    LEVIZAC'S  GRAMMAR. 

The  portion  of  exercises  given  out  as  a  daily  lesson  will  be  recited 
upon  the  floor,  the  instructor  giving  an  example  in  English,  and  requir- 
ing the  correct  French  rendering,  in  accordance  with  the  particular  rule 
intended  to  be  illustrated.  Time  admitting  during  recitation  a  written 
translation  at  the  blackboard  will  be  required. 

VERBS  ;    TEXT-BOOK  ;    BOLMAR'S  VERB-BOOK. 

A  thorough  knowledge  of  the  verbs  of  a  language  being  an  object 
of  paramount  importance,  a  verb  board  has  been  introduced,  and  so  con- 
structed as  to  enable  the  j)upil  to  write  out  in  a  tal)ular  form  each  verb 
as  successively  learned.  The  annexed  diagrams,  it  is  deemed,  will  be 
sufficiently  explanatory  without  further  comment.  After  a  few  recita- 
tions upon  table  11  (derivation  of  verbs)  the  latter  are  conjugated  with 
reference  to  their  derivation. 


MILITARY    ACADEMY    AT    WEST    POINT. 
BLANK   VERB  BOAEI). 


191 


• 

to 

> 

pi 

• 

/ 

\ 

O 

<r  ^ 

fC   > 

F^ 

f  ^" 

<  ^ 

THE  BOAED  FILLED  UP  BY  PUPIL. 


Ne  -  er 

'/i 

Xi  -  ant 

Si -6 
Je  ni  -  e 
Je  ni  -  ai 

llpgnlar  vorl),  1st  conjng. 

< 

Je       J^ 

< 

:-> 

<[^  11  on  ello  J^ 

rCEE> 

<^     Vous    ^ 

<^Ils  elloT^ 

Kio 

nies 

nie 

nions 

niez 

nient 

Kiais 

niais 

niait 

niious 

niicz 

niaient 

Niai 

uias 

nia 

nidmes 

nidtes 

nidrent 

Nierai 

nieras 

niera 

nierons 

nierez 

nieront 

JJiciais 

uierais 

nierait 

nieriona 

nieriez 

nieraient 

— 

nio 

qu'il  nie 

nions 

niez 

qu'ils  nient 

Nie 

nies 

nie 

niions 

niiez 

nieut 

Niasse 

masses 

ni4t 

niassions 

niassicz 

niassent 

The  verb  thus  placed  on  the  board  by  tlie  pupil  in  the  aftirmative 
form,  and  corrected  by  the  instructor,  the  hitter  will  require  the  nejja- 
tive  and  interrojrative*  forms,  both  in  the  simple  and  compound  tenses, 
with  or  without  objective  pronouns  added  to  the  verb.  Verl)s  once 
learned  are  always  considered  a  part  ot  the  recitation  in  addition  to  any 
new  verb  uivcn  out. 

Questioii  4.  In  arranoing  a  ])lau  of  studies  for  the  department  un- 
der his  chariie  the  undersigned  aimed  at  devising  a  system  ot  iustruc- 


102  MILITARY    ACADEMY    AT    WEST   POINT. 

tion  having  for  its  object  to  impart  a  competent  working:  knowledge  of 
the  written  iangUMge,  tlnis  giving  the  i)upil  a  grammatical  basis  sufli- 
ciently  solid  to  enable  him,  by  after  elforts,  either  to  ac(iuire  with  facil- 
ity tJM'  detiiils  of  the  spoken  language  by  the  stndy  of  words  and  their 
combinations  as  supplied  from  vocabularies  and  dictionaries,  or  to  per- 
fect liin)self  by  actual  i)ractice  where  the  language  is  spoken.  He 
adopted  a  mean  term  between  the  old  academic  mode  of  teaching  and 
the  entirely  pructical  one,  without  grammatical  rules,  as  develoi)ed  iu 
the  numerous  oral  metluxls  of  the  day.  J>y  an  examination  of  the  tabu- 
lar system  as  devised  by  the  undersigned,  it  will  be  observed  that  few 
rules  are  given  ;  nevertheless,  the  explanations  embodying  the  i>riuci- 
ples  api)licable  to  each  successive  table  being  imparted  by  the  in- 
structor, experience  has  proved  that  they  soon  become  engraven  on  the 
mind  of  the  pupil.  It  will  be  further  observed  that  the  ajjplicatiou  of 
the  tables  in  sets  of  phrases  is  of  a  nature  entirely  practical. 

When  entering  upon  the  second  course  of  instruction,  the  pupil  hav- 
ing been  made  familiar,  iu  the  tabular  system,  with  the  use  of  the  ob- 
jective i)ronouns,  direct  and  indirect,  and  the  method  of  supi)lying 
words  in  tlie  answer,  for  the  puri)ose  of  rendering  the  course  .as  practi- 
cal as  possible,  the  grammar  phrases  illustrating  rules  when  admitting 
the  inversion,  are  i)resented  in  the  form  of  questions  and  answers.  For 
example,  in  the  exemplification  of  a  tetise  of  the  indicative,  forming 
part  of  a  recitation,  one  of  the  sentences  studied  in  the  grammar  pre- 
sents itself  as  follows : 

He  does  uot  propose  salutary  advise  to  his  friend, 
poposer,  UD.  avis,  m. 

The  conjugation  of  the  verb  and  the  basis  of  the  phrase  being  ac- 
<]uired,  the  latter  is  presented  in  the  following  form  for  application  at 
the  board : 

Qne.stiou.  Does  ho  not  propose  salutary  advise  to  his  friend  ? 
Answer.  He  does  not;  he  never  does;  he  never  will. 

The  same  method  for  every  lesson  assigned  is  continued  throughout 
the  remainder  of  the  course. 

Question  5.  Tlie  undersigned  is  of  opinion  that  a  pupil  of  fair  abili- 
ties, without  any  previous  knowledge  of  the  language,  will  require  two 
hours'  study  at  quarters  for  the  accurate  preparation  of  each  recitation 
in  Frencli. 

Question  6,  The  time  allotted  to  a  recitation  in  French  is  one  hour 
daily  during  the  fourth-class  year,  and  one  hour,  alternating  with  Span- 
ish, during  one  half  of  the  third-class  year.  In  the  section  room  the 
student's  time  is  divided  between  construction  at  the  board  and  exer- 
cises on  the  floor.  It  would  be  very  difticult  toanive  at  an  average  of 
the  lime  allotted  to  each  individual  .student  during  a  recitation.  The 
rule  beingthat  the  attention  of  a  section  bee  tnceiitrated  upon  the  matter 
forming  the  subject  of  a  recitation,  such  indivitlual  I'ecitation  is  sup- 
posed to  profit  the  whole. 

(Question  7.  The  programme  for  the  course  of  Fiench  having  been 
made  out  in  accordance  with  article  5,  paragrajdi  43,  ot  liegulations  for 
the  Military  Academy,  proportioning  each  branch  of  study  to  the  capac- 
ity of  dilferent  sections,  the  undersigned  has  reason  to  believe  that 
Students  are  not  overtaxed  iu  his  department. 

Questions.  Cadt  ts  are  not  backward  in  complaining  of  overwork. 
Of  late  yeans  no  complaints  of  such  nature  have  been  made,  either  direct- 
ly or  indirectly,  to  the  undeisigue<l  or  to  the  instructors  in  his  depait- 
ment ;  nor  has  he  observed  any  marked  evidence  of  weariiiess  of  study 
either  in  the  section  room  or  in  the  examination  liall. 


MILITARY    ACADEMY    AT    WEST    POINT.  193 

Question  9.  Confining  himself  to  his  specialty,  the  undersigned  takes 
the  liberty  of  stating  that  when  lie  tirst  entered  upon  his  duties  at  the 
Military  Acadetny,  the  wliole  course  of  studies  was  einhraced  within 
the  term  of  four  years,  the  time  allotted  to  the  study  of  French  being 
two  years,  with  daily  recitations  during  the  first  or  fourth  class  year, 
and  alternation  witli  other  studies  during  the  second  or  third  class  year. 
Tlie  cadet  was  thus  madeto  commence  thcstudy  of  a  foreign  language  in 
most  cases  with  a  very  iinj)erfe(;t  knowledge  of  either  general  grammar 
or  the  particular  grammar  of  his  own  tongue,  a  ciicumstance  continually 
DuUifying  tlie  benefits  of  a  comparative  method,  and  necessarily  offering 
great  impediment  as  regards  rai)id  advancement.  At  a  subsequent 
period,  tlie  time  allotted  to  French  w.is  curtailed  six  months,  and  it 
was  soairanged  that  the  cadet  entered  upon  the  study  aftei' having  gone 
through  his  course  of  English  grammar.  The  benefit  of  the  change  soon 
became  apparent,  and  the  un<1ersigned  does  not  hesitate  to  give,  as  his 
opinion,  that,  notwithstanding  the  curtailment,  the  progress  of  pupils 
has  since  been  greatly  superior  to  that  made  under  the  old  system.  He 
is  emboldened  to  make  these  remarks  in  support  of  the  opinion  thai  the 
benefits  of  the  comparative  method  d('i)ending.  in  a  great  measure,  on 
a  sound  grammatical  knowledge  of  the  vernacular,  this  ought  to  be 
made  the  ground-work  of  a  foreign  idiom.  Ue  would,  therefore,  advo- 
ca:e  warnjiy  that  the  greatest  development  be  given  to  the  study  of 
grammar,  both  as  a  science  and  an  art,  during  the  cadet's  initiatory 
year,  and  i)ievious  to  entering  upon  the  study  of  a  foreign  language. 
With  this  indispensable  preparation,  he  undertakes  the  study  of  the 
foreign  tongue  after  acquiring  a  theoretical  knowledge  of  his  own,  and 
hence  the  distinction  between  teaching  English  grammar  to  an  English 
pupil  and  French  grammar  to  the  same  will  be  easily  understood.  In 
the  one  case,  the  student  must  be  taught  to  parse  his  own  language  with 
accuracy  both  etymologically  and  syntacticrilly.  In  the  other  case,  the 
teacher  of  a  foreign  language,  dealing  with  pupils  thus  i)repared,  should 
have  nothing  to"o  with  such  teaching,  which  evidently  would  occasion 
a  waste  of  [irecious  time  without  any  bearing  upon  the  end  sought  to 
be  attained.  Grammatical  terms  and  the  relation  that  words  bear  to 
each  otlier  being  understood  by  the  pu[)il,  the  instructor  of  the  foreign 
idiom  pursues  his  task  with  ease  and  freedom,  and  finds  no  difficulty  in 
carrying  out  the  main  puriiose  of  a  comparative  method,  having,  for  its 
aim,  an  initiation  into  the  difference  of  construction  existing  between 
the  language  of  the  pupil  and  the  language  to  be  accpiired.  The  sub- 
ject of  instructors  in  the  department  of  French  at  the  Military  Academy 
IS  one  concerning  which  the  undersigned  takes  the  present  opi)ortunity 
of  presenting  his  views,  which,  when  not  fully  explained,  have  fre- 
quently clashed  with  opinions  generally  received.  Exi)erience  has 
proved  to  him  that  classes  have  been  thoroughly  taught  by  officers  of 
the  Army  acting  as  assistant  professors  under  his  supervision,  and  these 
classes  have  been  taught,  lie  thinks,  with  more  accuracy  than  they 
could  have  been  by  the  majority  of  instructors,  uaMves  of  France.  This 
assertion  may  be  upheld  by  the  fact  that  the  officer  entering  upon  this 
si)ecial  duty  at  the  Military  Academy,  having  himself  passed  through 
Lis  course  of  French  with  distinction,  knows  exactly  what  to  teacLi  and 
bow  to  teach  it.  He  has,  in  all  cases,  a  good  basis,  both  as  regards 
pronunciation  and  knowledge  of  the  construction  of  the  language.  Ue 
forthwith  applies  himself  diligently  to  the  duties  of  his  special  branch, 
and  speedily  becomes  efficient.  In  cases  of  doubt,  of  fre«]uent  occur- 
rence in  language  even  to  scholars  deeply  versed,  he  can  appeal  to  the 
S.  Mis.  3 13  ^*^'\Tr^"^ 

or  THE 

UNIVERSITY 


iy4  MILITARY    ACADEMY    AT    WEST    POINT. 

head  of  the  depaitmeiit ;  ami,  more  than  all,  his  familiarity  with  the 
vernacular  as  the  vehicle  for  conveviiip:  his  exi)lanation.s  and  exponnd- 
\u^  texts  in  the  ('oni])arative  nu'tlind  of  t»^acliiii{r,  jiivrs  him  an  advau- 
tajic  rarely  jutssessed  by  natives  of  France.  'J'lie  officer  at  once  com- 
mands respect,  he  understands  the  American  character,  and  has  an 
intimate  accpiaintance  with  all  duties  and  i)ecnliarities  connected  with 
cadetship.  On  the  other  hand,  unless  rare  circumstances  either  of 
l)arenta^e  or  local  education  have  aftoided  him  the  advantages  of 
fluency  in  and  perfect  pronunciation  of  the  language  of  the  pnpil,  the 
nati\e  of  France  must  necessarily  labor  under  great  <lisadvantages  iu 
his  endeavors  to  imi)art  instruction  ;  thus  it  is  that,  with  the  majority 
of  such  instructors,  it  is  of  constant  occurrence  that  sensible  remarks 
anil  their  force,  although  understood,  are  nullified  by  the  amusen)entor 
impatience  excited  by  awkward  phraseology  and  bad  pronunciation. 
The  institution  of  a  chair  of  French  literature  and  belles-lettres  would 
require  a  degree  of  proficiency  in  i)upils  sufticient  to  enable  them  to  un- 
derstand lectures  delivered  in  the  French  language.  In  sucl«  a  case,  it 
would  be  a<lv:sable,  if  not  indispensable,  that  the  position  should  be 
filled  by  a  highly  competent  native  of  France;  but,  with  the  present  re- 
quirements in  French  at  the  Military  Academy,  when  early  instruction 
must  necessarily  be  elementary,  and  the  successive  portions  of  the 
course  taught  by  a  comparative  method,  the  undersigned  is  of  opinion, 
as  far  as  the  best  interests  of  his  department  are  concerned,  thatoflflcers 
of  the  Army  will  always  prove  the  most  efticient  instructors. 

H.  K.  AGNEL, 
Professor  of  French,  United  States  Military  Academy. 


West  Poiis'T,  N.  Y.,  July  31,  1860. 
Sir:  In  reply  to  the  question  submitted   by  the  United  States  Mili- 
tary Academy  Commission,  I  have  the  honor  to  suggest  that  instruction 
iu  my  department  be  extended  to  include — 

1.  A  course  of  m'ilitary  gymnastic  exercises. 

2.  Practice  in  rowing  boats. 

The  gymnastic  exercises  can  be  practiced  during  the  winter  months, 
while  drills  are  suspended.  At  this  time  vigorous  exercise  is  much  re- 
quired by  the  cadets  to  keep  them  in  good  health. 

The  object  of  these  exercises  will  be  to  develop  the  physique  of  the 
cadet,  to  aid  him  in  acquiring  a  skillful  use  of  military  weapons,  to  give 
him  self-reliance  and  confidence  iu  personal  encounters,  to  learn  him  to 
estimate  correctly  the  amount  of  exertion  men  are  capable  of  enduring, 
and,  in  fine,  to  fit  him  for  the  military  service  so  that  he  will  be  able, 
after  entering  the  Army,  not  only  to  undergo  with  ease  whatever  hard- 
ships his  profession  may  impose  u[)on  him,  but  also  to  encounter  difii- 
culties  with  satisfaction. 

To  accomi)lish  this  object,  a  suitable  hall,  complete  in  its  appoint- 
ments, must  be  i)rovided. 

One  great  advantage  that  will  result  from  founding  such  an  establish- 
ment here  as  will  reflect  credit  upon  the  Academy  and  the  country  will 
be  found  in  the  encouragement  that  will  be  given  by  the  graduates  who 
will  have  experienced  its  benefits  to  the  practiceof  gymnastic  exercisesat 
our  military  posts.  These  exercises  will  not  only  afford  an  amusement  to 
our  soldiers  that  is  much  wanted,  but  they  will  constitute  a  means,  than 


MILITARY    ACADEMY    AT    WEST    POINT.  195 

which  a  better  cannot  be  devised,  for  promoting  a  feeling  of  etticiency 
and  a  spirit  of  enterprise  among  them,  and  for  keeping  them  in  con- 
-S'tant  training  for  sudden  and  severe  service. 

As  tlie  Hudson  Kiver  oH'ers  peculiar  advantages  for  the  (radcts  to 
pia(!ti(;e  rowing,  and  at  the  same  time  to  indulge  in  ati  agi-eeable  relax- 
ation froui  military  <l>iiy,  it  seems  unfortunate  the  opportunity  should 
be  neglected.  NVere  the  first  and  se<;ond  classes  each  in  possession  of 
two  boats,  they  n)ight,  during  the  last  two  encampments,  and  on  Satur- 
day afternoons  of  the  a(;ademic  term,  acquire  a  familiarity  in  the  man- 
agement of  l)oats  and  a  fearlessness  on  water  that  would  surely  achl  to 
their  etiiciency  in  their  profession. 

Instruction  in  swimming  has  l»een  commenced  this  summer  with  the 
most  satisfactory  results.  A  temporary  dock  has  been  arranged  at  lit- 
tle expense,  which  answers  the  purpose.  There  should,  however,  be  a 
larger  and  more  complete  establishment  put  ui)  at  Gu's  I'oint,  which  is 
further  removed  from  public  observation  and  intrusion  than  the  i)resent 
bathing  place. 

Instruction  in  my  department  extends  through  the  first  two  years  of 
the  term.  As  soon  as  the  fifth  class  has  been  well  established  in  the 
school  of  the  soldier,  about  the  15th  of  July,  they  receive  instru(;tioii 
daily  for  two  weeks  in  target  practice.  From  the  1st  of  August  till  De- 
cember 1,  they  receive  five  lessons  every  two  weeks  in  the  bjiyonet  ex- 
ercise— forty  lessons  in  all.  During  the  month  of  M^y  following,  they 
again  practice  with  the  bayonet,  and  at  the  June  examination  they  ex- 
hibit their  proficiency  before  the  Board  of  Visitors. 

From  December  1  till  1st  of  May,  and  from  September  1  until  1st 
January  of  the  second  year,  they  receive  three  lessons  each  week  in  the 
small-sword  exercise — ninety-eight  lessons  in  all.  And  from  January  1 
till  June  of  the  second  year,  they  receive  three  lessons  each  week  in  the 
use  of  the  saber,  or  cut-and-thrust  sword — sixty  lessons  in  all,  which 
completes  their  instruction  in  my  department,  except  in  target  practice. 
In  this  exercise  all  classes  receive  instruction  for  a  few  weeks  during 
the  encampment. 

It  is  desirable  to  extend  instruction  to  the  first  class  in  the  bayonet 
and  saber  exercises,  so  that  its  members  may  join  their  regiments  per- 
fect in  the  use  of  those  weapons.  It  is  not  advisable  to  curtail  in  any 
respect  the  instruction  in  the  use  of  arms. 

To  increase  the  efficiency  in  my  department,  three  assistants  to  the 
sword-master  are  immeiliatelj^  necessary.  The  classes  being  limited  to 
two  hours'  ibstruction  daily,  they  are  necessarily  divided  into  large  sec- 
tions— too  large  for  one  man  to  pretend  to  instruct  properly.  Assist- 
ants are  therefore  absolutely  necessary,  and  I  recommend  they  be  young 
and  active  enlisted  men  who  have  shown  an  aptitude  for  athletic  sports, 
selected  from  among  the  soldiers  at  this  or  neighboring  garjisons.  Af- 
ter the  first  year,  one  of  these  men  might  be  relieved  at  the  expiration 
of  each  six  months,  and  sent  to  some  regiment  a  finished  sword-master, 
his  place  at  the  Academy  to  be  supplied.  These  men  should  receive, 
while  at  the  Acadniuy,  the  pay  of  sergeants. 

By  this  means  the  cadets,  instead  of  fencing  with  each  other  exclu- 
sively, would  receive  much  individual  instruction,  and  the  Army  would 
gain  yearly  two  proficients  in  arms,  who  would  become  maitre  d'armes 
of  regiments. 

An  ordnance  artificer  is  very  much  needed  to  attend  promptly  to  the 
repairs  of  the  department.  He  shouhl  be  under  the  control  of  the  ord- 
nance officer  of  the  post,  but  his  special  duty  should  be  to  keep  ia 


196  MILITARY    ACADEMY    AT    WEST    POINT. 

repair  the  muskets  and  fencing?  masks,  and  mount  foils  and  sabers,  which 
will  kct'p  liiiii  actively  emplovt'd  scveial  hours  eveiy  day. 

I  recommend  that  cadets  (listin<;nisli(Ml  in  the  use  ol  arms  wear  some 
apitroprialc  embellishment  on  their  caps  or  coats,  and  that  prizes  of  con- 
sidcralde  value  l»e  awarded  to  the  five  who  exhibit  most  skill  in  the  use 
of  weapons  at  the  final  «'.\amination. 

It  is  supposed  that  it  will  l)e  aj:reeable  to  iny  successor  in  char<;e  of 
the  department  to  be  put  upon  an  e(|uality,as  regards  pay,  with  the  first 
assistant  instructors  in  other  departments,  and  1  therefore  beg  leave  to 
recotnmen«l  it. 

I  am,  sir,  very  respectfullv,  vour  obedient  servant, 

JOHN  O.  KKLTON, 
First  Lieut.  Sixth  Infuntnj,  instructor  in  the  use  of  small  arms. 
Lieut.  J.  C.  Ives,  Topographical  Enf/ineers, 

/Secretary  U.  S.  Military  Academy  Commission . 


United  States  Military  Academy, 

July  3],  1860. 

'Sir:  In  accordance  with  the  request  contained  in  your  note  of  July  IS, 
I  have  the  honor  to  submit  the  following  replies  to  the  questions  p-'o- 
posed  by  the  Commission,  instituted  by  the  act  of  Congress  of  Juue  21, 
1800 : 

I.  The  subjects  taught  in  my  department  are:  Algebra;  geometry; 
trigonometry;  mensuration;  ilescriptive  geometry,  with  its  applications 
to  spherical  i>rojections;  shades,  shadows,  and  perspective;  analytical 
geometry;  differential  and  integral  calculus;  and  surveying. 

1.  The  course  of  Algebra  comprehends  all  of  the  fundamental  opera- 
tions— involution  and  evolution;  transformation  and  reduction  of  frac- 
tions and  radical  quantities;  theory  and  solution  of  equations,  including 
those  of  the  higher  degrees;  ratios  aud  proportions;  summation  of  series; 
nature,  computation,  and  use  of  logarithms. 

This  course  is  studied  by  the  fifth  class,  and  occupies  the  time  from  the 
1st  of  September  to  the  1st  of  January. 

The  tirst  section  of  the  class  is,  in  general,  required  to  study  all  con- 
tained in  the  text  book  now  in  use — Davies'  Bourdon's  Algebra. 

The  lowest  section  omits  many  of  the  more  difficult  discussions  and 
examples,  the  amount  studied  being  less  than  two-thirds  of  that  required 
of  the  first  section. 

The  intermediate  sections,  in  this,  as  in  other  subjects,  omit  more  or 
less,  according  to  their  capacity  and  progress,  in  accordance  with  para- 
grai)h  forty-three  of  Academic  Regulations. 

2.  The  course  of  Geometry  comprehends  plane  geometry,  geometry 
of  volumes,  and  spherical  geometry — nine  books,  as  in  the  text  book, 
Davies'  Legendre. 

The  entire  course  is  required  of  every  section  of  the  fifth  class,  com- 
mencing after  the  close  of  the  January  examination,  about  the  10th  of 
January. 

The  first  section  fiidshes  it  about  the  1st  of  March;  the  lowest  about 
the  25th  of  the  same  month;  the  other  sections  at  intermediate  dates. 

3.  The  course  of  Trigonometry'  comprehends  the  deduction  and 
analytical  investigation  of  all  the  important  trigonometrical  formulas; 


MILITARY    ACADEMY    AT    WEST    POINT.  197 

the  nature,  construction,  and  use  of  the  various  trigonometrical  tables; 
and  the  solution  of  all  casi's  in  plane  and  spherical  triangles. 

The  entire  course  is  required  of  every  secrion  of  the  Jifth  class. 

The  first  se<;ti'>n  coinmen(;es  it  immediately  after  finishing  geometry,, 
and  completes  it  about  the  25th  of  March. 

The  lowest  section  commences  after  finishing  geometry,  and  completes 
it  about  the  25th  of  April. 

4.  The  course  of  Mensuration  comprehends  the  mensuration  of  the 
various  phine  geometrical  figures  and  volumes;  and,  with  the  exception 
of  two  or  three  problems  omitted  by  tlie  lower  sections,  is  retjuired  of 
the  eut  re  fifdt  class.     It  is  studied  immediately  after  trigonometry,  aa(]ti 
is  acquired  in  two  or  three  les.sons. 

5,  The  cour.se  of  Descripiive  Geometry  comprehends  rlie  represen- 
tation of  lines  and  surfaces  on  planes;  the  classification  and  mode  of 
generation  of  lines  and  surfaces;  the  construction  of  their  tangent  lines 
and  planes;  the  intersection  and  development  of  surfaces;  the  construc- 
tion of  spherical  triangles,  of  spherical  projections,  of  the  shades  and 
shadows  of  various  objects,  and  their  perspectives. 

Each  section  of  the  fifth  class  commences  the  course  immediately  after 
finishing  mensuration,  and  studies  a.s  much  as  can  be  well  acquired  by 
the  8th  or  lOtli  of  May,  when  the  class  reviews  the  entire  course  pre- 
viously studied,  with  the  exception  of  algebra,  which  is  usually  reviewed 
by  the  first  and  second  sections  only,  preparatory  to  the  June  examina- 
tion. 

The  first  section  of  ihefourtii  class  resumes  this  subject  about  the  5th 
of  November,  after  completing  the  course  of  analytical  geometry  (see 
below);  the  lowest  about  the  25th  of  October;  and  both  pursue  it  until 
about  the  5th  of  December,  when  the  whole  course  of  the  term  is  reviewed, 
preparatory  to  the  January  examination.  From  the  close  of  the  examina- 
tion in  January — about  the  15th — until  the  5th  of  February,  the  whole 
class  is  occupied,  three  hours  each  morning,  in  the  mathematical  draw- 
ing academy,  in  drawing  problems  in  shades,  shadows,  and  perspective. 

In  this  course,  as  in  the  algebra,  many  of  the  more  diffitmlt  problems 
are  omitted  by  the  lowest  and  other  sections,  the  lowest  section  study- 
ing not  much  more  than  half  of  that  required  of  the  first. 

t).  The  course  of  Analytical  Geometry  comprehends  the  construc- 
tion of  algebraic  e(]uations;  solution  of  determinate  problems;  determina- 
tion and  discussion  of  the  equations  of  the  right  line,  plane,  and  conic 
sections;  discussions  of  the  general  equation  of  the  second  degree,  ia- 
volving  two  or  three  variables;  determination  of  loci,  &c. 

This  course  is  commenced  by  the  fourth  class  on  the  1st  of  Septemljer, 
and  finished  by  t'je  first  section  about  the  5th  of  November,  and  by  the 
lowest  about  the  25th  of  October. 

The  first  section  studies  all  of  the  text  (Church's  Analytical  Geometry), 
with  the  excei>tion  of  ten  or  twelve  pages;  the  lowest  not  much  more 
than  one-half. 

7.  The  course  of  Differential  and  Integral  Calculus  compre- 
hends the  elementary  principles  and  rules,  with  their  application  to- 
maxima  and  minima;  the  drawing  of  tangents;  curvation  of  curves,, 
their  rectification,  quadratures,  cubatures ;  construction  and  discussion 
of  the  ])roperties  of  curves  and  surfaces. 

The  fourth  class  commences  this  course  about  the  5th  of  .'  ebruary,  and 
com|)letes  it  about  the  15th  of  April ;  the  first  section  learning  most  of 
the  text  (Church's  Differential  and  Integral  Calculus) ;  the  lowest  not 
more  than  one  half. 

S.  The  course  of  Surveying  comprehends  the  princii)les  and  practice 


IbS  MILITARY    ACADEMY    AT    W  KJsT    POINT. 

of  comtiioii  liiiul  Miivcviiiji  :  (lilV«'i»iit  mctliods  ot  plottin^i  ;iii<l  (;al('nlat- 
iiig;  tlio  snivevs;  tri^ioiKHiutiical  siii  v»'viii<i  ;  iiu^HsiiieiiMMir  of  lifiglits 
ami  distances;  use  of  iiistniineiits  in  plott iiiji.  Mii\t'\iiig,  &f. 

Tlic  entire  coiiise  is  uqiiired  as  in  tlie  text  (I)avies'  Siirv«'yinjr),  with 
tin'  exception  of  a  small  portion  relating  to  geotiesii-  sui  \  e^  inj;.  omitted 
tor  one  or  two  of  the  lower  se(rtions. 

T\w  fourth  cln.s.s  commences  this  coiiise  iinmediateiy  after  coinpletinjr 
the  differential  and  integral  calcnlus,  and  finishes  it  about  the  7th  of 
May,  when  the  mathenmtical  course  for  the  ,Near  is  reviewed,  prepara- 
tory to  the  .Inne  examination. 

II.  The  detailed  programme  of  the  course  of  studies  in  eacli  of  the 
blanches  of  the  mathematical  course  has  been  arrangeil.  after  long  <'X- 
perience,  and  with  various  modifications  from  time  to  time,  with  es|)t'cial 
regaid  to  the  objects  for  which  the  Military  Academy  is  established.  In 
my  opinion,  it  is  not  necessary  to  extend  the  teaching  in  any  direction  ; 
ueither  ought  there  to  be  any  curtailm*  tit. 

I  consider  the  course  of  uiatheniatics  as  now  taught  to  all  who  i)ass 
their  final  examination  sufficient  to  enable  the  cadet  to  acipiire  a 
thorough  knowledge  of  all  the  courses  which  follow  it,  and  not  more 
than  sufficient  to. enable  him  to  study  with  advantage  the  courses  of 
Batural  and  experimental  philosophy,  engineering,  and  ordnance  and 
gunnery.  Moreover,  I  regard  the  mental  training  of  the  pupil  as  one 
of  the  great  objects  of  the  study  of  mathematics — a  training  particularly 
required  by  the  officer  of  every  corjjs  of  the  Army,  and  to  which  many 
ef  them  owe  their  distinguished  success;  and  I  believe  that  the  vscieu- 
tific  reputation  of  the  Academy — all  that  distinguishes  it  from  other 
institutions  of  learning — depends,  in  a  great  degree,  upon  the  thorough- 
ness and  extent  to  whicli  the  mathematics  and  its  applications  to  other 
sciences  are  taught,  and  that  to  diminish  them  would  seriously  affect 
this  reputation  and  tlie  success  of  the  institution. 

III.  For  the  purposes  of  instruction  and  recitation  in  the  mathemati 
cal  department,  each  class  is  divide<l  into  convenient  sections  of  from 
ten  to  fifteen  members  each  ;  two  of  these  sections  are  instructed  daily 
by  one  of  the  assistant  prolessors  under  the  general  supervision  of  the 
professor.  Every  member  of  each  section  is,  if  possible,  required  daily 
to  explain,  at  the  blackboard  or  wall  slate,  one  or  more  propositions  of 
the  lesson  given  out  on  the  previous  day,  and  is  thoroughly  examined 
by  questions  on  a  i)ortion  or  all  of  it.  Points  not  well  understood  are 
carefully  explained  by  the  instructor  or  professor.  Each  pupil  is  also 
expected  to  make  known  all  difficulties  with  which  he  may  meet,  to  the 
end  that  they  may  be  at  once  removed,  and  a  thorough,  understanding 
of  each  lesson  in  order  thus  obtained.  For  the  j)urpose  of  testing  this 
understanding,  various  practical  examples  illustrating  the  jirinciides  of 
the  course  are  required  to  be  worked  by  the  i»upil  at  the  blackboard  or 
elate. 

The  head  of  the  dei)artment  is  also  required  to  pass  tlie  hours  of  re- 
citation in  visiting  two  or  more  of  the  set;tions,  and  is  constantly  occu- 
pied in  explanations  of  the  jirinciples  of  the  course  and  of  their  applica, 
tions,  either  to  the  entire  section,  by  a  familiar  conversational  lecture, 
or  in  particular  exi)lanations  of  the  mo'e  difficult  points,  to  individuals- 
A  unifoiniity  of  method  of  instruction  is  thus  secured  to  all  the  sections, 
while  the  relative  merits  of  each  pu^iil  are  thus  in  detail  made  known 
to  the  professor,  and  transfers  from  section  t  j  section  of  those  making 
the  most  or  least  progress  can  be  made  without  inconvenience  or  in- 
justice. 

In  cescriptive  geometry  most  of  the  elementary  problems  are  illus- 


MILITARY    ACADEMY    AT    \A  EST    POINT.  199 

trated  aiul  explained  by  the  professor  from  models  in  tbe  section  room, 
and  also  from  a  set  of  models  iji  tlie  matliematical  room. 

In  surveying,  the  pupils,  in  addition  to  the  explanations  of  the  con- 
struction and  use  of  the  instruments,  are  required  afterwards  to  use 
practically  on  the  field. 

I  know  of  no  modifications  in  the  method  of  instruction  calculated  to 
improve  it.  The  method  in  the  branches  of  des'-riptive  ojeometry  and 
surveying  may  be  made  more  ettectiveby  the  fuither  addition  of  models 
and  instruments. 

IV",  The  only  practical  instruction  given  in  my  department,  except 
the  exercises  in  the  practical  solution  of  examples  and  problems  before 
j'(  ft'i  red  to.  is  the  iiistrui-tii»n  in  the  drawing  of  [)rol)K'ms  in  shades, 
shadows,  and  peispective,  and  the  instruction  on  tlie  tiehl  in  surveying. 

In  this  latter  branch  each  section  of  the  fourth  class  is  sent  into  the 
fit-id  in  charge  of  its  ]»roper  instructor  during  the  iiours  of  morning 
reeiration,  in  the  months  of  April  and  May,  whenever  the  time  can  be 
S]iaied  and  the  wt-ather  will  permit.  As  cnuch  time  is  allowe<l  as  will 
^nabl'^  eveiy  attentive  pupil  to  become  familiar  with  the  use  of  each  of 
the  common  sur\eyit)g  instruments,  though  it  is  impossible  in  this  limited 
time  to  make  any  one  a  practical  surveyor. 

It  is  dt'sirable  that  more  time  should  be  given  to  this  practice,  as  well 
as  to  the  instruction  in  drawing. 

V.  From  three  and  a  half  to  four  hours  should  be  given  daily  by  the 
cadet  to  render  him  thoroughly  proficient  in  the  prescribed  lessons  of  the 
mathematical  course. 

No  modifications  are  proposed  which  would  affect  this  time. 

YI.  Each  cadet  of  the  fourth  and  fifth  classes  is  occupied  an  hour  and 
n  half  daily  in  the  mathematical  recitation. or  section  room,  or  iu  the 
field,  except  during  the  practical  instruction  in  drawing,  when  three 
hours  in  the  drawing  academy  are  required. 

VII.  I  do  not  consider  the  amount  of  study  required  in  the  fifth  class 
such  as  to  overtax  the  pupil. 

I  was  satisfied  at  the  time  of  the  adoption  of  the  programme  for  a  five 
years'  course  that  more  was  required  of  the  fourth  class  than  its  mem- 
bers could  learn  with  that  thoroughness  which  is  absolutely  necessary  to 
make  accomplished  and  well  trained  scholars. 

1  am  confirmed,  by  exi)erience,  in  this  opinion,  and  although  the  course 
of  this  class  has  been  since  somewhat  modified  by  the  omission  of  a  por- 
tion of  the  (;ourse  of  Et)glish,  I  still  think  that  more  is  required  than  it 
can  accomplish  with  advantage.  The  difficulty  is  not  so  much  iu  the 
amount  of  time  requisite  lor  the  study  atid  recitation  of  the  lessons  as 
iu  the  mental  confusion  which  must  arise  from  the  multiplicity  of  sub- 
jects. 

No  student  should  be  required  to  prepare  himself,  by  previous  study, 
for  recitation  in  more  than  two  distinct  subjectts  a  day,  particularly 
where  one  of  them  is  sciientific  ;  and  eacli  lesson,  as  far  as  possible,  should 
be  recited  before  it  is  necessary  to  begin  the  study  of  the  other. 

VIII.  In  my  own  department  I  seldom  see  any  indications  of  over- 
work or  weariness  of  study.  1  see  much  more  of  an  inclination  to  get 
along  with  as  little  study  as  possible.  In  fact  my  frequent  inquiries  of 
the  members  of  the  two  classes  under  my  charge  have  shown  me  that 
the  instances  are  many  in  which  the  cadet  does  not  industriously  oc- 
cupy all  the  time  which  should  be  devoted  to  the  study  of  his  lessons, 
iind  which  I  think  can  and  will  be  devoted  by  an  ambitious  student 
without  overwork  or  weariness. 


200  MILITARY    ACADEMY    AT    WEST    POINT. 

I  have  little  opitortiinity  of  (•bserviii":  in  other  departments,  exceptat 
exiitniiiations,  wiicre  I  see  no  such  indication. 

IX.  In  my  opinion  tin-  projjiainine  of  the  present  course  of  studies  is 
imperfect,  and  lias  failed  to  answer  the  [)Ui'poses  contemplated  at  the 
time  of  its  a(U)ption,  I  tliink  \vc  have  fallen  into  an  error  in  attempt- 
ing to  combine  too  much  of  a  thoronjih  literary  w  th  a  thorough  scicntitic 
and  military  course  of  instrnction.  By  the  introduction  of  a  multiplicity 
of  suhjects,  without  a  corresponding  increase  of  time,  we  have  endan- 
gered the  accomplishment  of  the  latter  course,  to  wliich  the  Military 
Aca<lemy  owes  its  reputation  and  success,  and  from  which  its  graduates 
have  derived  the  systematic  atul  thought  fid  habits  which  have  made 
tlieni  distinguisiieil  as  eflective  officers  or  citizens. 

The  interests  of  the  Academy  requiie  that  the  programme  should  be 
carefully  revised,  ami  so  modified  as  to  make  it  more  in  accordance  with 
what  the  experience  of  the  last  six  years  has  clearly  indicated. 

One  of  the  greatest  obstacles  to  a  successful  i)rosecntion  of  the  course 
of  studies  at  the  Academy  Is  the  want  of  previous  proper  study  <tn  the 
part  of  many  of  the  (cadets  of  the  simple  elementary  branches  prcsciilied 
by  law  as  requisite  for  their  adniissit)U.  I  do  not  think  it  i)roper  to  in- 
crease the  number  of  these  branches,  instruction  in  whicii  is  now  within 
the  reach  of  every  Ameri(;au  youth  (unless,  perhaps,  that  of  geography 
might  be  included),  but  I  do  not  think  it  essential  that  a  u)ore  thorough 
knowledge  should  be  required. 

A  hurried,  and  by  no  means  strict,  examination  here  results  annually 
in  the  rejection  of  many  of  the  candidates  for  admission,  who  have  come 
from  a  long  distance  and  been  subjected  to  great  expense.  Could  sev- 
eral candidates  to  fill  each  vacancy  be  carefully  examined  in  the  simple 
branches  required,  in  the  district  or  State  from  which  they  are  to  be  ap- 
pointed, and  the  best  one  selected,  the  Acaden)y  would  receive  a  far  bet- 
ter material  and  be  able  to  give  better  results. 
Very  respectfully, 

A.   E.  CHURCH, 
Professor  of  Mathematics,  U.  S.  Military  Academy, 

Lieut.  J.  C.  Ives, 

Secretary  of  Commission^  &c. 


D>. 

Washington,  Jnhj  28,  1860. 

Sir:  I  have  the  honor  to  acknowledge  the  receij)t  ot  your  communi- 
cation ot  July  18,  addressed  by  order  of  the  Commission,  requesting  me 
"to  state  what  modifications  or  changes  in  the  organization  and  course 
of  instruction  in  the  Academy  are,  in  my  opinion,  desirable  to  secure  to 
the  Army  officers  best  qualified  to  perform  their  various  duties,  and  to 
meet  all  their  responsibilities." 

I  was  a  member  of  the  board  convened  last  winter  to  revise  the  course 
of  studies  under  the  five-year  term,  and  the  subject,  so  far  as  lelates  to 
the  course  of  instruction,  received  my  earnest  attention.  While  1  never 
doubted  that  five  years  was,  as  a  general  rule,  too  long  to  stay  at  the 
Military  Academy  with  profit  to  the  student,  1,  nevertheless,  was  forced 
to  the  conclusion  that  with  the  present  low  standard  of  admission  to  the 
Academy,  five  years  was  necessary  to  enable  him  to  attain  proficiency 
in  all  the  shidies  required  to  qualify  him  for  duty  in  any  and  all  of  the 


MILITARY    ACADEMY    AT    WEST    POINT.  201 

diflferent  corps  of  the  Army.  The  natural  expansion  of  the  sciences, 
particularly  chemistry  and  geology,  and  mathematics  applied  to  me- 
chanics, and  also  the  addition  ot  Spanish  to  tiie  course,  made  the  addi- 
tion of  another  year  indispensable  in  the  absence  of  legislation,  Congress 
having  fixed  absolutely  by  law  the  present  stiindard  of  admission  to  the 
Academy. 

Assuming  what  1  hoi)e  may  be  assumed  as  fixed,  that  the  standard 
acquirement  of  the  graduate  is  not  to  be  lowered,  butrather  toberaised^ 
there  will  he  but  two  propositions  to  consider  in  any  plan  for  a  recon- 
struction of  the  course  of  studies.  The  first  is  to  raise  the  standanl  of 
admission  so  that  the  cadet  on  entering  shall  possess  all  the  inforuiatiou 
taught  in  the  first  one  or  two  years,  reducing  his  term  at  the  Academy 
to  four  or  three  years.  The  second  is,  to  keep  the  stan<lard  of  admis- 
sion as  at  present,  and  readjust  the  course  ot  instruction  so  as  to  elimi- 
nate several  incongruities  which  are  now  admitted  to  exist. 

I  am  aware  of  the  objections  urged  against  raising  the  standard  of 
a<l mission.  I  nevertheless  believe,  in  si)ite  of  these  objections,  which 
I  adn)it  to  be  grave,  it  would  promote  tiie  interests  of  the  Academy, 
and  add  to  the  personal  res{)ectability  and  efiBcieiicy  of  the  officers,  if 
the  standard  of  admission  was  raised  so  as  to  require  the  candidal  e  to 
know  all  that  is  now  taught  in  the  first  and  second  years.  The  cadet 
would  then  be  required  to  stay  at  the  Academy  i)ut  three  years,  and 
the  cost  to  the  government  of  educating  him  would  be  reduced.  Es- 
perience  has  shown  that  a  longer  time  than  three  years  devoted  to  a. 
joint  mental  and  physical  effort,  combined  with  the  rigorous  exactions 
of  military  service,  is  too  much  for  youth,  and  destroys  that  elasticity  and 
buoyancy  of  character,  and  love  lor  the  profession,  which  should  char- 
acterize the  military  man.  In  well  organized  military  establishments 
the  smallest  deviation  from  the  line  of  duty  is  inadmissible.  This  by 
itself,  although  at  first  oppressive,  becomes  in  the  trained  soldier  a  habit, 
of  order  and  reguhriiy,  which  in  the  end  is  a  source  of  comfort  and 
happiness,  and  attaches  him  to  his  vocation  even  in  time  of  peace.  Not 
so  with  the  youth  who  at  the  same  time  is  required  toexertevery  faculty 
of  the  mind  to  cou)pass  abstruse  an(t  difficult  problems  in  u:athematics- 
and  philosophy.  The  two  together  form  a  greater  pressure  than  is 
proper  for  the  development  of  the  highest  military  qualifications.  To 
take  examples  from  our  own  military  establishment  would  be  invidious  p 
but  v\e  may  turn  to  the  statistics  of  the  French  military  institutions  to 
demonstrate  the  fact.  The  Polytechnic  School  of  Paris  may  be  taken  to 
illustrate  the  scientific,  and  the  School  of  St.  Cyr  the  military  element 
of  the  West  Point  Academy,  which  has  attempted,  and  I  think  with 
some  success,  to  unite  the  good  qualities  of  both.  Of  the  number  who 
graduate  at  the  Polytechnic  School,  but  few  choose  the  Army  as  a  pro- 
fession ;  most  of  them  i)refer  the  civil  branches  of  service.  As  a  gen- 
eral rule,  those  only  go  into  the  army  or  navy  who.se  academic  standing 
does  not  give  them  the  right  of  choice;  those  who  do  go  are  regarded 
as  abstractionists,  and  a  general  from  that  school  is  a  very  rare  case- 
On  the  contrar.v ,  the  graduates  of  the  school  at  St.  Cyr,  wheie  the 
standaid  of  admission  is  high,  and  the  course  almost  exclusively  di- 
rected to  the  apj»lication  of  the  sciences  to  military  affairs,  have  usually 
manifested  attachment  to  the  profession  of  arms,  and  many  have  be- 
come generals,  and  the  very  best  soldier*  of  the  French  Army.  It  is 
true  that  the  graduates  of  St.  ('yr  have  not,  when  they  leave  there,  the 
choice  of  entering  the  civil  service,  as  at  the  Polytechnic  School  ;  but  a 
limited  nuniber  have  the  opportunity  of  going  to  the  special  schools  of 
instruction,  as  the  Staff  School  in  Paris,  the  Artillery  School  at   Metz,^ 


202  MILITARY    ACADEMY    AT    WEST    POINT. 

and  tlic  Cavalry  School  at  Samnur  ;  hut,  if  I  have  been  correctly  in- 
(oiiiumI,  most  ot  the  pupils  of  !St.  Oyr,  wlio  have  attained  the  rank  of 
jjeiierals,  have  ^rone  <llieetly  from  St.  Cyr  into  tiie  army  \vi  hi)nt  havinfj 
atte.'Hh'd  the  special  schools.  Tlie  a(!ademic  course  at  St  Cyr  is,  I  be- 
lie\(',  two  years  ;  and,  if  I  mistake  not,  the  standard  of  qualification  for 
admission  cmbracjes — ta('ti<\s  ex(!epted — all  tliat  is  tauj;ht  the  first  two 
or  three  years  at  West  Point,  with  the  addition  of  Latin  and  other 
subjects. 

Ir,  however,  this  i)lan  is  not  at  present  adopted,  owino^to  the  unequal 
■condition  of  education  in  different  parts  of  the  country,  I  should  adhere 
to  the  five-year  term,  and  adopt  some  such  modified  course  of  instruc- 
tion as  that  pre|)ared  by  a  board  ot  officers  convened  at  West  Point 
January  L'o,  ISTO.  That  |)rof;rainme,  as  far  as  completed,  is  in  the  hands 
of  the  present  able  Superiiitetulent  of  the  Academy,  who,  I  have  no 
-iloubt,  will  tak»'  oreat  jileasure  in  laying  it  before  the  Commission.  It 
possesses  the  nu'rit  of  making  no  radical  changes,  and  is,  I  believe,  ac- 
<;eptable  to  the  professors.  That  plan  relates  oidy  to  the  course  of  in 
struction,  and  does  riot  touch  the  subject  of  discii)line,  except  so  far  as 
it  provides  that  the  first  class  shall  be  exempt  from  the  duty  of  private 
soldiers,  and  shall  be  required  to  do  the  duty  of  officers. 

In  regard  to  the  subji-ct  of  demerit,  I  think  that  no  i)ractical  advan- 
tage results  from  introducing  conduct  into  class  standing.  It  gives  ex- 
cuses, perhaps  unjust,  for  complaints  against  the  fairness  with  which 
the  merit  roll  has  been  adjusted.  It  also  seems  to  me  not  altogether 
right  that  a  trifling  dereliction  of  youth  should  follow  him  through 
life.  Military  ])unishments,  particularly  with  youths,  should  be  prompt. 
Offenses  should,  however,  be  noted,  and  when  a  (certain  number  of  de- 
merits is  exceeded,  the  delinquent  should,  as  now,  be  dismissed.  Al- 
though these  offenses  when  taken  separately  may  be  of  a  trifling  nature, 
yet  in  their  accumulated  form  they  exhibit  a  want  of  punctuality  in  the 
cadet  which  pro\  es  hiiu  unfit  for  the  military  service. 

Most  of  the  incongruities  in  the  course  of  instruction  were  introduced 
against  the  judgment  of  the  Academic  Board,  and  have  resulted  from 
recommendations  of  other  boards  and  of  individuals  who,  looking  at 
S'ime  particular  subjeet  of  instruction  with  vision,  perhaps,  practiced 
and  refined  in  that  subject,  but  deficient  in  others  which  form  the  biHsis 
of  military  education,  have  lost  sight  of  the  fundamental  pur|iose  of 
the  Academy,  which  originally  aimed  solely  at  military*  qualifications 
as  the  object  of  the  course  of  instruction. 

Therefore  a  great  object  would  be  gained  if  the  course  of  instruction 
was  fixed  by  competent  persons  in  all  its  details  of  subject,  time,  and 
inode  of  instruction,  and  a  law  enacted  making  it  im))ossibie  to  change 
the  programme,  excei)t  by  the  intervention  of  aboard,  which  should  be 
permanent  in  its  character,  and  composed  of  persons  of  the  highest 
military  and  scientific  reputation. 

The  subject  of  orgauizatioti  is  a  veiy  delicate  one.  If  that  good  rule 
requiring  a  change  of  station  every  four  years  in  the  disbursing  cor{)S 
of  the  Arfiiy  is  to  be  adhered  to,  it  is  quite  evident  that  the  jjiesent 
usage  of  restricting  the  Superintendency  of  the  Academj'  to  one  piir- 
ticular  corps,  confines  the  field  of  selection  to  very  narrow  limits,  and 
will  in  the  end  compel  the  api)ointing  power  to  look  amongst  a  junior 
<}lass  of  officers  for  Superintendent,  who,  whatever  may  be  their  merits 
as  mathematicians,  can  have  no  adequate  experience  in  the  government 
of  men,  and  but  little  knowledge  of  the  Army.  It  will,  also,  i)racti- 
tically  ex(;liule  from  the  pai  ticipation  in  the  government  of  the  Academy 
■every  field  officer  of  the  line  of  the  Army. 


MILITARY    ACADEMY    AT    WEST    POINT.  203 

The  tendency  at  the  Military  Acadetny  has  been  at  titnes  to  lose  sight 
oi  the  jiurposes  ot  its  toundation  ;  to  impair  it.s  military  character,  and 
aissiiiiilate  it  to  our  universitif'S  of  learniii<,s  where  all  power  is  vested 
in  the  hands  of  an  Acaiemit;  Board.  This  tendency,  so  natural  to  men 
"v\iio  cultivate  science  or  literature  exclusively, should  be  tirmly  resisted  ; 
for,  if  the  Academy  ceases  to  be  essentially  military,  it  should  cease  to 
•exist. 

To  keep  up  the  military  character  of  the  Academy  there  must  not 
only  be  a  good  system,  but  men  identified  with  the  history  of  the  Army 
in  the  tield  must  administer  it,  which  can  only  be  secured  by  excepting 
fVoii)  the  operation  ot  the  four-year  rule  the  Superintendency  of  the 
Academy,  ()!•  by  tiiro\\ing  it  opt-n  to  the  whole  Aiiuy. 

Very  respectfnllv,  vonr  obedient  servant, 

W.  II.  EMOKY, 
Major  First  Caralri/,  Bet.  Lieut.  Colonel.  U.  «S.  A. 

Lieutenant  IVES, 

Secretary  Military  Academy  Commission. 


Washington,  July  30,  1860. 
Sir:  In  reply  to  your  communication  of  the  23d  July,  addressed  by 
order  of  the  Commission,  1  have  to  state  my  opinion  on  the  three  pro- 
j>ositions  submitted,  and  in  the  order  of  their  presentation. 

1.  Information  should  be  furnished  in  June  of  each  year  from  the 
headquarters  of  the  Army,  showing  the  vacancies  or  wants  in  each  corps 
and  regiment  ot  the  Army.  The  graduates  should  then  be  allowed  to 
select,  and  the  right  of  clioice  should  be  on  the  order  in  which  they  are 
.arranged  on  their  final  class  roll, 

2.  Every  graduate,  of  whatever  corps  or  arm,  should  be  required  to 
serve  two  years  with  troops  at  the  frontier   posts  as  brevet  lieutenants. 

3.  At  the  expiration  of  that  service  the  officers  named  for  each  corps 
or  regiment  should  repair  to  the  headquarters  of  the  corps  or  regiment, 
and  there  undergo  an  examination  for  his  special  qualifications,  and 
also  of  his  i»ersonal  habits,  and  if  found  quiilified  he  should  be  commis- 
sioned. I  consider  it  imj)ortant  that  the  examiners  should  be  officers 
<3etailed  by  the  chief  of  the  corps  or  regiment  to  which  the  officer  is  as- 
signed. 

Officers  intended  for  the  general  staf! — that  is,  the  Adjutant  Gene- 
ral's and  Qiiarteruiaster's  depaitment,  should  be  required  to  serve  two 
years  in  each  of  the  three  arms,  cavalry,  artillery,  and  infantry,  then 
undergo  examination,  not  only  fori)roticiency  and  good  conduct,  biit  for 
•competency  in  oiganization  and  administration  of  armies. 
Very  respectfullv,  your  obedient  servant, 

W.  H.  EMORY, 
Major  First  Cavalry,  lirt.  Lieut.  Colonel. 
Lieutenant  Ives, 

Secretary  I'.  S.  Military  Academy  Commission. 


F'. 

New  York  Free  Academy, 

Aiujust  2,  ISOO. 

Dear  Sir  :  In  answer  to  your  letter  of  the  13th  ult.,  asking  my  opin- 
ion as  to  certain  changes  and  modifications  necessary  to  be  made  in  the 


2(l4  MILITARY    ACADEMY    AT    VVKST    POINT. 

course  of  study  and  jliscipliiie  at  the  Military  Academy,  I  have  the 
honor  to  reply  rliat,  afterexainiiiinj;' with  very  considerable  care  the  pro- 
gramme of  the  exlstin*;  course  as  contained  in  the  ollicial  re<;ister,  I  liave 
come  to  the  conclusion  tliat  the  clianjies  uhich  1  would  advise  or  recom- 
aiend  are  very  lew,  and  those  the  tollowinjif,  vi/ : 

In  the  fifth  class,  1  would  su<j;,'est  the  propriety  of  introducinj;  the 
study  of  the  Latin  lanjiuaj^e,  which  would  supersede  the  necessity  of 
several  of  the  studies  enumerated  in  the  En<;lisli  department  of  that 
year.  This  would  not  he  the  wliole  viiliie  of  this  study;  it  would  be 
advantH<;eous  to  all  thesubsecpient  studies  of  that  department  contained 
in  the  seveial  following;  years,  liesides,  the  study  of  the  Frencjli  and 
Spanish  laii<iua<;es  w(»ulil  l)e  rendered  more  thoroujjjh,  complete,  and  f,»r 
more  intellijiible  by  one  year's  continual  study  of  the  Latin  language- 
It  may  be  said,  perhaps,  with  truth,  that  quite  a  limited  knowledge  of 
the  J^ati:i  could  only  be  acquired  in  orie  year,  yet  the  knowledge  thus- 
acquired  would  be  greater  and  more  available  than  prosecuting  studies^ 
iu  relation  to  general  grammar  in  any  other  manner.  Furthermore,  the 
synonyms  of  our  language  are  awkwardly  comprehended,  if  at  all,  with- 
out a  knowledge  of  the  I^atin. 

I  think  that  the  cadets  need  more  linjiuisfic  culture,  especially  in  a 
philosophical  point  of  view  ;  this  they  would  receive  in  a  measure  by 
studying  the  subject  I  recommend. 

In  the  second  class,  I  would  suggest  the  propriety  of  substituting  for 
Tennemann's  History  of  Philosophy  the  study  of  philosophy  itself  In- 
tellectual philoso[)liy  is  a  most  profound  and  imi)ortnnt  subject  of  educa- 
tion ;  none  can  be  com[>lete  without  it.  It  seems  to  me  very  essentiaE 
that  the  study  of  philosophy  ought  to  precede  the  study  of  its  history. 
In  fact,  I  do  not  see  how  its  history  can  be  comprehended  without  a 
knowledge  of  the  subject  itself. 

In  relation  to  any  changes  as  to  the  discipline  now  existing  at  West 
Point,  as  prescribed  in  the  regulations  for  the  government  of  the  Mili- 
tary Academy,  I  see  no  cause  for  any  improvement ;  or  rather,  perhaps,  I 
ought  to  say,  that  I  am  not  sutiticieutly  well  acquainted  with  the  actual 
system  of  discipline  now  in  operation  at  the  institution  to  suggest  any 
improvement. 

The  matter  of  discipline  at  the  Military  Academy  must,  from  the  na- 
ture of  the  case  itself,  be  always  attended  with  great  difficulty.  No 
changes,  therefore,  however  wise  or  judicious,  can  remedy  or  obviate 
entirely  the  inconveniences  to  those  subject  to  a  high  state  of  discipline. 

I  am  decidedly  of  the  opinion  that  the  (lourse  of  study  at  the  Academy 
ought  to  be  of  live  years'  duration  ;  less  time  than  this  will  not  allow  the 
entire  completion  of  the  subjects  of  study  desirable  in  finished  military 
education. 

I  have  the  honor  to  be,  very  respectfully,  your  obedient  servant, 

HORACE  WKBSTEU. 

J.  C.  Ives,  Esq.,  First  Lieut.  Top.  Eng., 

iScc.  to  the  Commis.sion  in  session  at  West  Point. 


GK 


Sir:  1  have  the  honor  to  submit  the  following,  in  rej»ly  to  the  com- 
munication which  you  addressed  to  me  from  the  .Military  Academy  Com- 
mission : 


MILITARY    ACADE>iY    AT    WEST    POINT.  205 

Question  1.  "  Reference  being  lia<l  to  the  objects  for  wliicli  the 
United  States  Military  Academy  is  established,  should  the  instruction 
in  artillery  tactics  be  extended  ;  and,  if  so,  in  w  hat  respect,  and  how 
far  !  " 

It  is  my  opinion  that  the  time  devote<l  to  the  stu<ly  of  artillery 
shoidd  be  doubled.  At  present,  for  the  accj  irement  of  the  (course  in 
artillery  tactics,  field  and  heavy,  but  six  recitations,  of  one  and  one  half 
Lour  each,  are  allowed,  with  three  in  addition  for  review  ;  makiuj;,  in 
all,  nine  recitations.  I  timl  that  this  division  of  the  course  makes  tiie 
lessons  too  lon^,  and,  involving  the  necessity  of  omitting  important 
portions,  i  prevents  tlie  attainment  of  that  proficiency  in  details  which 
is  most  desirable.  1  think  that  twelve  lessons,  with  six  in  addition  for 
review,  are  absolutely  necessary  to  a  jiroper  knowledge  of  the  course; 
making  eiijhteen  lessons  in  all. 

Question  L*.  "  What  method  of  instruction  is  pursueed  in  your  deijart- 
inent,  and  are  theie  aii>  modifications  which  would  improve  it  ?" 

Answer,  Theoretical  iustiuction  in  field  and  heavy  aitillery  tactics  is 
now  given  to  the  second  class.  Practical  instruction  in  the  maueu\ers 
•of  the  difiereiit  arms,  field  and  heavy,  and  in  the  mechanical  maneuvers, 
is  given  to  the  whole  corps  one  hour  each  day,  from  the  1st  of  April 
until  the  loth  of  Maj',  and  <luring  the  entire  encampment ;  the  first  class 
acting  as  officers  and  non-commissioned  officers.  I  would  recommend 
that  this  arrangement  remain  unchanged. 

1  am  convinced  of  the  necessity  of  having  a  regularly  enlisted  set  of 
•drivers  for  the  teams  in  the  field  battery,  to  be  under  the  control  of  the 
senior  assistant  in  artillery. 

The  importance  of  having  skillful  and  well  instructed  men  to  take 
care  of  the  teams  and  harness  of  a  battery,  is  too  apparent  to  need 
<lemonstration.  Under  the  present  system,  these  duties  are  badly  per- 
formed by  dragoons,  enlisted  without  reference  to  their  capabilities  for 
making  efficient  drivers.  I  find  that  a  very  good  dragoon  may  make 
s.  very  unsafe  driver.  His  team  and  harness  not  being  under  his  own 
immediate  care,  he  takes  no  pride  in  their  good  appearance  or  perform- 
ance. 

With  thirty  good  drivers  under  his  own  immediate  control,  enlisted 
with  particular  reference  to  this  specialty,  the  senior  assistant  in  artil- 
lery could  have  his  drivers  well  drilled  ;  each  man  would  have  the  en- 
tire control  of  and  become  identified  with  his  team,  and  would  take  a 
pride  in  its  appearance.  In  this  way,  there  might  result  an  accuracy, 
rapidity,  and  safety  of  maneuver  difficult  to  attain  under  the  present 
arrangement. 

I  am  of  the  opinion,  under  the  i)resent  programme  of  studies  in  the 
tactical  department,  that  there  is  a  necessity  for  two  assistants  in  the 
artillery  portion.  The  senior  assistant  in  artillery  being  now  required 
to  teach  a  section  in  strategy,  grand  tactics,  and  army  organization, 
and  to  give  lectures  on  the  subject  of  strategy  to  the  whole  class,  his 
time  will  be  too  much  occupied  with  the  various  details  of  bis  depart- 
ment to  enable  him  to  give  as  much  time  to  the  subject  of  strategy  as 
its  importance  demands.  With  an  assistant  to  relieve  him  of  some 
of  his  duties,  he  would  have  it  in  his  power  to  make  the  strategical 
portion  of  the  course  even  more  interesting  and  useful  than  it  now  is. 
I  have  had  but  one  year's  experience  in  this  department,  and  make  these 
suggestions  with  some  hesitation.  1  am  convinced,  however,  that  if 
they  should  be  adopted,  my  successor  will  be  enabled  to  carry  this  in- 


206  MILITARY    ACADEMY    Al'    WEST    POIN'*^. 

terestiiig  and   iri)|>ortant  departiiuMit  of  military  ediKjatioii   to   a    imicb 
hifrluT  stati*  of  t'tlicieiH'v  than  cxisrs  at  [neseiit. 
Most  M'spectfullv  !submitt('(l. 

K.  8AXTON, 
First  Lieut.  Fourth  Artillery,  Atoiistant  Instrnetor. 

First  Lit'Ut.  .1.  C  IVKS, 

ISecretary  !'.  S.  Military  Aca<k')iiy  i'oiitmission. 


W. 

New  York,  August  0,  1S60. 

Sir:  Uwinj^  to  absence  from  the  city,  yonrs  of  the  18th  ultimo  has 
but  recently  been  received,  whicli  is  my  ajiology  for  not  having  given 
it  an  earlier  reply. 

I  tear  that  no  sii<,^}ie8tion  of  njiue  will  be  of  any  service  to  the  Com- 
mission in  whose  beiialf  your  letter  was  written.  My  line  ot  life  has 
been  so  long  and  so  widely  separated  from  the  subject-matter  of  their 
investigation,  that  any  opinions  I  may  entertain  must  be  of  little  value. 
Besrdes,  I  am  not  infoi  nied  of  the  i)iefise  olijects  of  inquiry  contem- 
plated by  the  act  of  Congress  of  June  L'l,  1800. 

The  importance,  however,  of  a  more  complete  course  of  study  at  the 
Military  Aca<lemy  has  often  presented  itself  to  my  mind  as  a  thing 
highly  desirable,  if  not  indisi)ensably  necessary.  A  knowledge  of  the 
Spanish  language,  in  particular,  by  the  officers  of  our  Army  becomes 
almost  a  necessity,  considering  our  relations,  present  and  prospective, 
with  persons  speaking  that  language  along  our  frontier.  A  more 
thorough  study  of  the  English  language,  as  well  as  of  some  branches 
of  the  natural  sciences  and  natural  history,  than  has  heretofore  been 
found  practicable,  appears  to  me  highly  desirable. 

The  course  of  study  at  present  pursued  is  quite  sufficient  for  the 
time  allotted  to  it.  I  deem  it,  therefore,  impracticable  to  increase  it 
by  superadding  the  branches  above  suggested  without  increasing  the 
period  of  study. 

Nor  do  I  know  which  of  the  studies  heretofore  pursued  I  should  be 
willing  to  see  omitted  in  order  to  make  room  fur  others,  even  although 
I  might  think  them  of  superior  importance. 

To  raise  the  standard  of  education  requisite  at  the  time  of  admission 
wouhl  be  a  means  of  overcoming  the  difficulty,  but  this  would  be  in  effect 
to  exclude  from  the  benefits  of  the  institution  many  who  would  other- 
wise rank  among  the  most  useful  and  meritorious  officers. 

The  onl}'  remaining  course  to  be  pursued  is  to  add  another  year  to 
the  period  of  study.  To  this  there  certainly  are  valid  objections,  but 
to  my  mind  they  seem  less  than  to  either  of  the  other  methods  sug- 
gested. I  should  certainly  be  In  favor  of  such  a  measure  rather  than 
continue  to  omit  some  of  the  studies  not  now  included  in  the  academic 
course. 

On  this  subject  I  will  venture  to  make  one  single  suggestion,  which 
is,  to  make  the  course  live  years  in  duration,  giving  to  any  cadet  the 
privilege  of  entering  into  the  second  year's  cla>s  if  he  should  previously 
prepare  himself  for  so  doing.  Or,  to  state  the  matter  aifferently,  raise 
the  standard  necessary  tor  admission  by  the  amount  of  about  one  yeai's 
study,  and  make  the  course  only  four  years  in  length.  Provide,  then,  a 
preparatory  school  in  the  Academy  itself  for  those  not  qualified  to  enter 


MILITARY    ACADEMY    AT    WEST    POINT.  207 

upon  tbe  regular  course,  allowing  them  the  same  pay,  emoluments,  ami 
accommodations  as  the  other  catlets. 

Perhaps,  upon  farther  consideration,  I  should  see  insuperable  objec- 
tions to  this  course,  so  that  1  should  myself  be  opposed  to  it.  At  pres- 
ent, however,  it  strikes  me  as  worthy  of  some  consideration,  and  assucb 
is  respectfully  submitted. 

I  have  written  tor  the  purpose  of  evincing  my  respect  for  the  source 
from  whence  the  reiiuest  contained  in  .your  letter  emanattd,  rather  than 
with  the  expeclatiou  ot  rendering  any  essential  service  to  the  Commis- 
sion which  will  have  this  matter  under  consideration.  I  trust  1  shall  be 
excused  lor  not  attempting  to  make  any  further  suggestions. 
Yours,  very  respectfully, 

CBAKLES  MASOX. 

Lieut.  J.  C.  Ives, 

Secretary,  &c. 


Rouse  Point,  August  o,  18U0, 

Sir  :  I  have  had  the  honor  to  receive  from  the  Commissiotj  instituted 
at  the  late  session  of  Congress  to  inquire  into  the  organization  system 
of  discipline  and  course  of  instruction  at  the  Military  Academy,  a  re- 
quest to  state  what  modifications  or  (ihanges  in  the  organization  ;iud 
course  of  instruction  at  the  Academy  are,  in  my  opinion,  desirable  to 
secure  to  the  Ai my  officers  best  qualified  to  perform  their  various  duties, 
and  to  meet  all  their  responsibilities. 

Having  now,  by  a  prolonged  absence  from  the  country  and  by  de- 
tached duties,  been  separated  for  about  two  and  a  half  .years  from  tbe 
affairs  of  the  Academy,  1  know  so  little  of  the  effect  on  its  present  con- 
dition of  the  working  of  changes  that  have  been  introduced  in  the  in- 
terim, all  bearing  more  or  less,  and  some  of  them  heavily,  perhaps,  upon 
both  discipline  and  instruction  ;  so  little  also,  I  will  add,  of  the  state  of 
local  opinion  in  regard  to  these  matters,  that  I  shall  not  trouble  the 
Commission  with  any  opinion  I  have  ventured  to  form  upon  knowledge 
and  information  that  I  am  conscious  are  quite  imperfect.  1  cannot 
speak,  therefore,  of  specific  modifications  that  should  be  made  in  the 
l)resent  course  of  organization  or  instruc'iou. 

1  will,  nevertheless,  i)rotit  by  this  oi)portunity  to  make  a  few  remarks 
on  some  questions  in  relation  to  the  institution,  lately  a  good  deal  dis- 
cussed. 

The  length  of  the  course. — Shall  it  be  five  years,  or  four  years,  or  shall 
the  length  vary  with  the  capacity  and  i)r()fieiency  of  the  cadet,  being 
long  for  some  and  short  for  others  ?     Shall  its  severity  be  mitigated  ? 

The  great  characteristic  of  the  Academy  has  been  that  the  education 
is  real  and,  as  far  as  it  goes,  thorough.  That  the  least  proficient  grad- 
uate had,  in  fact,  mastered  the  minimum  prescribed  course,  which 
though,  for  want  of  time,  deficient  in  some  branches,  afforded  at  least 
as  good  an  education  as  any  academic  course  in  the  country;  the  edu- 
cation being  all  the  better  to  the  student,  the  mental  discipline  the  more 
profitable  to  him,  because  the  course  had  kept  him  steadily  up  to  his 
mettle,  always  up  to  his  very  best.  The  course  has  certainly  been  thus 
far  successful ;  tliat  is,  has  given  admirable  officers  to  the  Army,  and 
only  good  ones,  and  it  would  iu  future,  similarly  conducted,  give  all  in 
number  that  the  nation  might  want,  by  similar  tests  and  trials  of  the 
minds  and  characters  of  the  superabundant  applicants. 


208  MILITARY    ACADEMY    AT    WEST    POINT. 

While  ji  loiig^  coiiise  of  years  has  served  to  sanction  by  its  successive 
a-esiills  the  a(la|)tati<>ii  to  our  wants  ot  the  kind  of  edncation  j^iven  at 
the  Acaileniy,  it  hits  also  served  to  sharpen  witii  the  authorities  the  de- 
sire, while  k('e|>in<;-  tally  up  the  tone  of  instruction,  to  supply,  as  far  as 
possilile  within  the  ^i\en  time,  some  aeknowiedfjed  deticieneies,  so  that 
^j^ood  as  the  lesult  was  years  ajjo,  it  has  undoubtedly  been  j^radually 
improved.  1  cannot  suppose  it  to  be  the  serious  purpose  of  any  who 
understand  the  institute  and  wish  its  prosperity,  to  make  reduction  in 
any  impoitant  branches,  either  in  kind  ami  amount,  in  order  that  idle 
or  incompetent  youths  may  pass  throujih  the  Academy  into  the  Army, 
to  be  a  burden  thereon  through  life,  instead  of  being,  as  now,  thrown 
oft' as  undeserving  the  |»rortered  atloption  of  the  nation.  As  a  principle, 
<;an  there  be  a  dcuibt  that  the  graduates,  as  a  mass,  have  made  better 
ofticeis  than  if  the  (juality  had  been  deteriorateil  by  the  many  who  have 
l)een  ejected  for  incapacity  or  idleness,  but  who  wouhl  have  gone  into 
the  Army  througli  a  t;ourse  that  had  been  made  less  stringent  and  ex 
■acting,  with  a  view  to  their  passage,  or  at  any  rate  with  the  certainty 
that  It  would  serve  as  a  pass[)ort. 

So  far  as  the  old  four  year  course  went,  all,  by  carefully  considered  and 
gradual  additions  and  moditications,  had  become  admirable.  Still  it 
■was  acknowh'dged  on  all  hands  that,  as  it  included  little  in  purely  Eng- 
lish branches,  such  graduates  as  entered  the  institution  with  little  |)re- 
Tions  instruction  lett  it  with  an  education  not  fully  up  to  the  require- 
ments of  the  military  profession.  Eaising  the  qualification  for  admis- 
sion could  not  be  resorted  to  as  a  remedy,  because  thereby  all  canditlates 
would  be  exeluded  who,  from  a  geographical  position  or  station  in  life, 
had  been  able  to  receive  but  little  school  instruction,  however  promising 
they  might  be,  and  in  all  other  resi)ects  highly  qualified.  By  such  a 
remedy  the  Academy  would  be  closed  against  an  annually  numerous 
body  of  candidates. 

Some  persons  may  think  that  the  branches  of  service  to  which  the 
least  proficient  cadets  of  the  four-years'  course  are  assigned,  have  little 
need  of  the  science  they  have  been  made  to  acquire,  and,  possibly,  may 
propose  to  substitute  for  this  science,  or  a  portion  of  it,  the  requisite 
instruction  in  English. 

These  graduat-es  may  not,  indeed,  generally,  have  much  immediate 
use  for  the  mathematics  (for  example),  but  they  must,  nevertheless,  be 
always  greatly  the  better  for  their  long  continued  exercises  in  a  course 
of  investigation  and  reasoning  that  excludes,  absolutely,  all  specious 
and  so[)histical  conclusions.  Moreover,  the  four-year  graduate,  morti- 
fied by  his  deficiency  in  his  own  language  and  literature,  may,  as  many 
have  done,  niore  or  less  thoroughly,  make  up  for  the  original  deficieucj" 
by  a  course  of  reading  and  study  that,  agreeable  in  its  nature,  he  will 
find  the  more  attractive  because  his  four  years'  habits  of  close  mental 
application  will  make  the  pursuit  easy  as  well  as  profitable.  lu  the 
other  case,  however,  he  need  not  be  expected  to  put  himself  under  the 
bard  discipline  of  mathematical  culture,  whatever  future  need  he  may 
have  for  it,  if  the  habit  of  hard  thought  necessary  thereto  had  not  been 
duly  impressed  in  hisacademical  course.  But  if  officers  in  these  branches 
of  service  have  little  need  in  their  youth  of  "exact  science,"  or  ot  those 
branches  of  knowledge  that  are  founded  thereon,  still,  though  not  con- 
scious of  the  intellectual  strength  he  has  acquired  by  the  years  of  hard 
thought  he  has  been  applying  to  them,  everj'  officer  would  find  great 
benefit,  and  the  nation  derive  great  advantage,  from  his  i)ossessing  these 
accomplishments  as  he  rises  into  the  higher  stations  and  becomes  more 
-aud  more  loaded  with  heavy  trusts  and  responsibilities.    The  experience 


MJLITAKY    ACADEMY    AT    WEST    POINT.  209 

of  our  SLM'vice  fully  attests  that  positions  of  high  responsibilities,  ami 
varied  duties,  including  even  the  highest  and  most  varied,  are  at  least 
as  often  attained  by  graduates  who  probably  would  have  wholly  omitted 
the  seiciioe  of  the  Acadeniy,  if  permitted,  as  by  others.  AVould  it  have 
been  as  well  for  them  and  the  country  i 

One  of  several  suggested  changes  is,  that  to  those  cadets  who  are 
least  proficient  tiie  course  should  be  shortened,  but  iu>t  to  others  show- 
ing more  aptitude  and  taste  for  exact  science.  If  this  were  done  ia 
order  to  release  the  former  trom  the  most  important  and  profitabh;  labor 
of  their  lives,  so  that  they  ('oui<l  pass,  uno[>i)ressed  by  .s(;ience,  into  the 
life  of  garrison  or  field  duty,  you  must  commission  the  liigher  scholars 
also,  and  send  them  also  out  into  duty  only  half  ediicate<l.  The  alter- 
native of  keeping  th<*se  longer  as  cadets  would  not  l)e  left,  since  these 
also  would,  of  course,  except  the  offer  of  a  commission,  on  conilition  of 
showing  neither  <liligence  nor  capacity. 

To  commission  these  and  still  keep  them  at  the  Academy  for  further 
study  would  not  work  at  all,  or  not  work  well,  for  at  least  two  reasons: 

1.  There  are  few  young  men  among  such  as  will  make  the  most  effi- 
cient and  distinguished  officers,  from  ambition,  enterprise,  and  vigor 
of  character,  who  will  not  aim  at  the  speediest  entrance  into  actual 
military  life — the  quickest  release  from  the  irksomeness  of  continuous 
study  and  the  tedium  ol  academic  routine.  So  long  as  the  object  of 
their  ettoits  is  kept  above  them,  such  men  will  continue  to  climb,  and 
attain  high  elevation  in  reaching  for  it.  But  wherever  it  nmy  be  placed 
there  they  will  stop,  having  attained  its  level.  Knowing  that  thechances 
of  advancement  in  our  service  will  be  with  those  who  may  be  permitted 
to  turn  oil"  at  this  point  of  the  course,  they  will  prefer  these  chances,  and  « 
the  immediate  release  from  mental  drudgery,  to  accompanying  a  few  of 
their  classmates  througli  some  more  years  ot  hard  study,  to  end  in  the 
more  slowly  advanced,  and  more  lai)orious,  though  intellectually  higher, 
branches  of  the  service.  As  young  n)en  ot  the  age  of  these  early  gradu- 
ates are,  and  ever  will  be,  i'evr  will  l)e  tempted  to  reiruiiu  at  the  Academy 
by  the  offer  of  more  years  of  study  and  confinement. 

2.  But  whether  few  or  many  remain  to  i)roceed  with  the  more  elevated 
and  difficult  parts  of  the  course — l»eing  officers  now,  a  broad  separation 
from  the  rest  of  the  students,  must  interfere  (uaterially  with  discipline — 
tliere  will  be  frequent  recurrence  of  circumstances  in  which  these  office- 
students  would  be  prone  to  insist  on  their  superiority  of  military  rank, 
while  there  would  remain  many  ties  of  intiuuicy  with  those  who  for  one, 
two,  or  three  years  hail  been  living  with  them  in  the  common  brother- 
hood of  ca<let.  I  was  many  years  ago  reasoned  out  of  a  belief  in  this 
mingling  of  grades  in  a  common  school,  where,  while  none  are  children, 
all  are  in  the  impetuosity  and  waywardness  of  youth. 

There  cannot,  be  one  school  for  both  grades;  and  if  tiro  on  the  same 
gioind,  they  would  need  to  be  sepaia'ed  by  an  insuimDuntaLIj  division 
wall. 

The  isnportaiKje  of  redeeming  the  institution  from  its  acknowledged 
deficiency  has  induced  many  to  desire  an  addition  of  one  year  to  the 
previous  four  years;  there!)y,  without  giving  n[)  any  portion  of  the 
education  that  lias  been  tonnd  to  be  of  a  kind  admirably  adapted  to  bur 
wants,  being  able  to  give  considerable  instruction  in  Knglisli  language 
and  literature;  tt>  enlarge  some  branches  in  the  course  of  the  ethical 
profession,  and  to  relieve  the  four-year  i)r()gramme  from  too  much  crowd- 
ing of  subjects,  some  relatively  new,  esi)ecially  by  the  introduction  of 
the^Spanish  language.  Here  is  a  new  chair  inserted;  several  small 
S.  Mis. ;  — 14 


210  MILITARY    ACADEMY    AT    WEST    I  01  NT. 

braiiclies  linvc  bren  an^uieiitcd,  with  a  constant  desire  (in  tlio  part  of 
all  tlu' ]>io1o.'»si(»nal  stall  to  extend  ilieirown.  How  can  all  this  be  satis- 
lied  withdut  ^iivinjr  more  time  to  the  course,  or  curtailing  matters  that 
have  hitherto,  and  1  trnst  ever  will  be,  re^arde<l  as  indi>iM'iisable  ? 

I  see  it  is  ni.ii(tl  that  tlieie  \\  ill  r«'ally  be  only  seven  months  of  study 
embraced  in  the  added  ^eai,  and  that  the  alleged  deliciency  is  too  great 
to  be  siipiilit  d  thereby.  If  tlnre  be  only  seven  months  in  this  one  year 
there  will  be  only  thirty  live  months  of  stndy  (less  than  three  yeais)  in 
a  five  yeais'  course,  an(l  only  twenty  eight  months  (less  than  two  and  a 
half  years)  in  a  four-years'  course. 

Js'ow  we  tiiid  that  the  present  course  of  five  years  embraces: 

1.  Military  and  civil  engineering; 

2.  Philosophy; 

3.  Mathematics; 

4.  Chemistry,  geology,  mineralogy  ; 

5.  Ethics,  literature,  law,  &c. ; 
C.  French  language; 

7.  Spanish  language ; 

8.  Drawing  ; 

9.  (  rtlnance,  gunnery ;  and 
1(>.  Tactics.  &c. 

If  we  average  these  ten  general  subjects  by  the  thiity-tivo  months  of 
the  five-years'  course  we  get  three  and  a  half  months  to  each. 

If  we  average  them  in  a  four-y eats' course  of  twenty-eight  months, 
we  obtain  2.8  months  for  each. 

May  we  not  reasonably  expect,  therefore,  that  in  the  seven  months 
^hat  it  is  conceded  the  added  year  will  afford  to  study,  a  real  imi)rove- 
uient  may  be  made  in  the  deficient  portion  of  the  West  Point  educa- 
tion ?  That  this  will  not  suffice  to  make  perfect  scholars  out  of  cadets 
alleged  to  be  so  greatly  deficient  is  no  doubt  true  ;  but  when  we  have 
seen  how  much  is  acquired  in  the  brief  periods  allowed  to  them  in  the 
numerous  subjects  specified  by  the  same  cadets,  who  are  certainly  not 
less  deficient  in  i)reparation,  therefore,  we  may  reasonably  anticipate 
much  improvement  in  English  branches,  and  also  a  more  liberal  scope 
for  the  Spanish  than  a  four  years'  course  can  supply,  and  a  chance  for 
improvement  in  other  branches  (not  scientific)  that  are  essential  to  a 
military  education. 

Take  another  view  of  the  subject :  In  one  case  a  cadet  graduates  in 
four  years,  and  goes  as  a  lieutenant  into  the  duties  of  his  corps;  in  an- 
other case  a  cadet  graduates  at  the  end  of  five  years. 

"Wliich  of  these  two  young  men  will  be  the  better  educated  for  his 
profession  at  the  end  of  the  fifth  year,  or  any  subsequent  year,  all  other 
things  being  alike  between  them  ? 

College  courses  end,  generally,  in  this  country,  in  four  years,  but  who 
among  the  graduates,  s-^eking  a  profession,  considers  his  studies  then 
terminated,  and  does  not  go  into  a  law,  a  medical,  a  divinity,  an  eugi- 
mering,  or  other  school '?  Under  our  circumstances,  we  must  finish  the 
education  of  our  officers  at  the  West  Point  school,  giving  to  them  a 
course  that  will  correspond  in  results  to  that  which  the  young  civilians 
obtain  by  purely  professional  studies,  added  to  the  college  course.  The 
impatience  of  the  people,  government,  and  Congress,  our  ready  satis- 
faction with  make-shilts,  will  ahvays  keep  us  from  establishing  a  per- 
manent military  school  of  application.  Our  ready  satisfaction  with 
})artial  results  is  shown  by  the  willing  ear  that  was  lent  to  the  wishes 
of  the  cadets  themselves  in  reference  to  the  length  of  the  course.  If 
left  to  them,  there  is  little  doubt  that  there  are  few,  even  of  the  present 


MILITARY    ACADEMY    AT    WEST    POINT.  2  1 1 

filth  class,  who  wouUl  not  now  ghully  take  promotion  in  the  Army  in- 
stead of  the  chances  and  trials  of  the  Jannary  examination  ;  few,  indeed, 
who  wonUi  not  ghidly  eva(k^  the  studies  of  the  Academy  altogether. 

1  shonld  not,  in  such  an  argnment,  say  a  word  about  relative  exi)ense 
if  ^^  the  additional  expense  of  adding  on  another  year  of  fit ndi/"'  had  not 
been  urged  against  the  tifth  year.  This  is  a  fallacy  which,  neverthe- 
less, told,  no  doubt,  u]>on  the  hesitating  in  Congress. 

While  the  number  of  cadets  remains  the  same — and  the  number  is 
fixed  by  law — the  youth  who  gra<luates  in  four  years  will,  of  course,, 
during  five  years,  in  one  of  which  he  will  be  paid  as  lieutenant,  coso 
more  than  the  cadet  who,  during  the  five  years,  is  paid  only  as  a  cadet,, 
so  that  there  will  be  an  actual  annual  saving  to  the  country,  by  the  tive- 
year  over  the  four-year  course,  of  the  difference  between  a  cadet's  an<l 
a  lieutenant's  annual  pay  and  allowances  multiplied  by  the  number  of 
cadets  in  the  lirst  graduating  class.  For  exami>le  :  the  thirty- five  cadets 
of  the  preseut  lirst  class  will  receive  as  cadets  between  >«:>0,00()  and 
840,000  less  during  the  current  year  than  they  would  receive  if  now  pro- 
moted after  four  years  of  study. 

Moreover,  so  long  as  the  Academy  supplies  supernumerary  lieuten- 
ants— that  is  to  say,  more  than  the  occurring  vacancies — there  will  also 
be  a  saving  by  the  lesser  number  (one-fifth)  of  those  supernumeraries, 
who  are  all  paid  as  lieutenants. 

Unavoidable  circumstances  have  so  interfered  with  and  delayed  com- 
pliance with  the  request  of  the  Commission  that,  though  conscious  of 
the  rambling  tenor  of  this  letter,  I  commit  it  to  their  consideration  as 
it  is  rather  than  by  further  delay  to  risk  being  thought  unmindful  of  the 
respect  to  which  they  are  entitled. 

1  have  the  honor  to  be,  very  respectfullv, 

JOS.  G.  TOTTEN, 
Brevet  Brig.  Gen.  and  Col.  of  Engineers^ 

Hon.  Jefferson  Davis, 

West  Point,  Neic  Yorl: 


Berkeley  Springs,  Va.,  August  3,  ISGO. 

Sir:  Your  communication  of  the  18th  ultimo  found  me  absent  from 
Washington,  and  only  reached  me  a  few  days  ago,  which  must  account 
for  my  not  having  answered  it  sooner. 

With  regard  to  the  course  of  instruction  at  the  Military  Academy,  f 
can  only  exi)ress  a  general  opinion,  based  upon  my  observation  of  the 
graduates  in  my  official  intercourse  with  them  for  several  years  past. 
From  this  observation  I  think  that  there  is  not  sufiicient  attention  paid 
to  their  })urehj  militari/  studies,  especially  to  that  part  which  is  called 
into  immediate  use  when  they  join  their  posts.  Although  the  Army 
regulations  form  a  portion  of  the  course,  1  have  never  yet  met  with 
one  who  could  make  out  a  correct  morning  report,  provision  return, 
requisition  for  fuel  or  stationery,  or,  in  short,  any  one  of  the  pai)ers  in 
daily  use  in  the  service  without  further  instruction.  This  is  wroug,_ 
and  frequently  leads  to  much  confusion  and  error  in  the  rendition  of 
returns  and  reports  to  the  various  departments  and  bureaus  of  the 
Army.  The  voung  officer  who  is  liable  to  be  placed  in  the  command 
of  an  important  military  post,  immediately  upon  joining  it,  should  at 
least  have  some  practical  knowledge  of  the  papers  necessarily  used  ia 


212  MILITARY    ACADEMY    AT    WEST    POINT. 

the  daily  adiniiiistrntioi)  of  its  affairs.  It  appears  to  me,  tlien,  tliat  the 
course  of  instruction  is  too  jscii'iitilie,  and  not  siitliciently  i)ractical,  and 
hence  we  liixl  our  yonn^  ollicers  {icncially  deficient  iu  flie  kind  of  in- 
formation most  necessaiy  for  tiic  dischar<;e  of  liieir  daily  duties.  As 
West  I'eint  is  no  longer  a  school  exclnsively  for  eni;iiieers,  Imt  fur- 
nishes ollicers  for  eveiy  branch  of  the  service,  I  do  not  see  the  absolute 
necessity  tor  having  only  a  scientific  man  at  its  head,  tor  the  duties  of 
the  Superintendent  are  not  such  as  to  bring  science  into  requisi- 
tion. Not  recjuired  to  teach  any  one  branch,  and  surrounded  by  an 
academic  staff  unsurpassed  by  a!)y  in  the  land,  he  can  safely  coufide 
the  course  of  elementary  instruction  to  them,  and  devote  his  time  to 
the  military  and  administrative  duties  of  the  station.  The  act  of  June 
13,  18j8,  making  appropriations  for  the  support  of  the  Army,  removes 
the  restriction  by  which  the  selection  of  the  Superintendent  was  con- 
ferred to  the  Corps  of  Engineers,  and  enables  the  President  to  select  any 
oliicer  for  that  position  whom  he  may  deem  competent  to  pertorra  its 
duties.  Upon  such  selection  it  is  certain  that  much  of  the  military 
character  of  the  cadets  will  depend,  but  the  removal  of  the  restriction 
can  hardly  (ail  to  prove  beneficial.  The  selection  might  well  be  con- 
fined to  the  field  officers  of  the  Army,  and  preferably  to  the  lieutenant- 
colonels.  The  higher  the  grade  from  which  the  Superintendent  is 
selected,  the  larger  will  be  the  number  of  officers  from  whom  the  in- 
structor of  tactics  may  be  chosen,  and  the  greater  the  probability  that 
a  suitable  one  will  be  selected  for  this  most  important  position.  The 
duties  of  instructor  are  of  a  peculiar  nature,  and  require  in  him  traits 
of  character  and  disposition  which,  it  is  safe  to  say,  many  officers  do 
not  possess.  The  law  which  requires  the  instructor  of  tactics  to  teach 
all  the  systems  for  the  different  corps  is,  in  my  opinion,  disadvantageous 
to  the  service,  as  it  is  but  natural  that  he  should  give  the  system  of  his 
own  corps  the  preference,  perhaps  even  to  the  neglect  of  the  others. 
Human  nature  is  the  same  iu  the  cabinet  and  the  field,  and  we  are  all 
prone  to  consider  our  own  particular  branch  of  duties  as  the  most  im- 
portant. I  would,  therefore,  modify  this  portion  of  the  organization, 
and  suggest  that,  instead  of  instructor,  the  lieutenant-colonel  be  styled 
"inspector  of  tactics";  that  he  be  charged  with  the  supervision  of  the 
instruction  in  the  several  branches ;  and  that  a  captain  from  each  of  the 
corps  be  detailed  to  instruct  in  the  system  of  his  own  corps.  B^^  this 
means  a  generous  emulation  would  be  excited,  and  the  proficiency  of 
the  pupil  would  be  due  to  the  exertions  of  the  instructor  in  each  branch, 
modified  by  his  own  natural  bias.  In  a  word,  I  would  relieve  the  in- 
spector from  the  section  room  and  employ  him  in  tactics  on  the  plain. 
Let  him  teach  practically  what  his  assistants  teach  in  theory.  His  exec- 
utive duties  would,  of  course,  be  regulated  by  the  regulations  of  the 
Academy,  under  the  orders  of  the  Superintendent. 

I  will  now  close  this  brief  exposition  of  some  of  my  views  on  the 
subjects  referred  to  iu  your  letter,  with  the  sincere  hope  that  the  labors 
of  the  Commission  may  result  in  benefit  to  the  Academy,  and  also  to 
the  service  in  general. 

I  am,  sir,  respectfully,  your  obedient  servant, 

KOBERT  C.  BUCHANAN, 
Brevet  Lieutenant  Colonel,  Major  Fourth  Infantry. 

First  Lieut.  J.  C.  Ives,  TopH  Eng'rs, 

Sec.  Military  Academy  Com.,  West  Point,  N.  Y. 


MILITARY    ACADEMY   AT    WEST    POINT.  21  ii 

u. 

West  Point,  New  York, 

August  0,  18G0. 

Sir:  I  have  the  honor  to  submit  the  followino-  answers  to  the  list  of 
questions  submitted  to  me  by  the  Commission  appointed  under  the  act 
of  Congress  ot  tlie  21st  of  June,  ISGO: 

Question  1.  "  What  subjects  are  taught  in  your  department?  " 

Answer.  Ordnance  and  science  of  gunnery.  Ordnance  embraces  the 
theory  and  i)reparation  of  gunpowder,  'projectiles,  cannon,  artillery  car- 
riages, implements,  maclitnes,  small  arms,  ammunition,  and  militarg  and 
ornamental  Jireicorhs.  The  science  of  gunnery  embraces  a  study  of  the 
movements  of  projectiles  ;  the  theory  of  pointing  fire  arms  ;  W\e  diferent 
liinds,  tires,  and  their  effects y  the  art  of  breaching;  and  the  composition 
of  hatter ies. 

The  time  devoted  to  these  subjects  in  the  section  room  is  fifty-eight 
lessons  of  one  hour  each. 

Question  2.  "lieference  being  had  to  the  objects  for  which  the  Mili- 
tary Academy  is  established,  should  the  teaching  in  any  of  these  branches 
be  extended;  and,  if  so,  in  which,  and  how  farif" 

Answer,  Xo  change  in  the  length  ot  the  course  is  proposed. 

Question  3.  "  What  method  of  instruction  is  pursued  in  your  depart- 
ment; and  are  there  any  modifications  which  would  improve  it!" 

Answer.  The  method  of  instruction  is  the  same  as  iu  other  scientific 
departments  of  the  Academy,  viz:  the  study  of  text-books,  demonstra- 
tions and  questions,  and  occasionally  short  lectures  describing  the  most 
recent  im[)rovements  and  experiments  in  ordnance  and  gunnery.  The 
movement  of  projectiles,  and  the  causes  of  their  deflection,  are  illus- 
trated by  special  apparatus;  and  the  construction  of  small-arms  is  ex- 
l)lained  by  actual  specimens  of  the  different  parts  in  the  various  stages 
of  manufacture. 

I  have  no  improvement  to  proj^ose  on  this  method  of  instruction. 

Question  4.  "  What  practical  instruction  is  given  in  your  department? 
Should  this  be  extended  or  curtailed?" 

Answer.  The  cadets  of  the  first  class  are  practically  taught  in  the 
month  of  July  the  duties  of  an  ordnance  laboratory,  i.  e.,  each  cadet 
is  required  to  prepare  with  his  own  hands  one  or  more  specimens  of 
ail  kinds  of  ammunition,  militaiy  lire-works,  and,  to  a  certain  extent, 
ornamental  fire-works.  Jle  is  required  to  assist  in  proving  powder,  in 
determining  the  pressure  on  the  bore  of  a  cannon,  the  initial  velocity 
of  projectiles,  and,  incidentally,  iu  measuring  the  ranges  of  projectiles 
with  the  plane  table.  He  is  taken  to  the  West  Point  foundry  to  witness 
the  operations  of  coastiucting  cannon  and  projectiles,  testing  cannon, 
metals,  &G. 

The  foregoing  are  all  the  duties  that  can  be  practically  taught  at  pres- 
ent at  the  Academy. 

Question  5.  "  Uow  many  hours  study  should  the  cadet  give  daily  to 
be  proficient  in  the  course  prescribed  for  your  department;  and  to  what 
extent  should  this  be  increased  or  curtailed  by  any  modifications  pro- 
posed by  you  ? " 

Answer.  From  two  to  thres  hours.  The  change  proposed  in  my 
answer  to  the  second  question  does  not  affect  this. 

Question  G.  "How  many  hours  daily  is  each  cadet  occupied  in  reci- 
tation and  iu  the  section  room  in  your  department  P' 

Answer.  One  hour  every  other  day. 


214  iMILllAliV    ACADEMY    AT    WEbT    TOINT. 

(^>iiosti<)ii  7.  "Is  the  ainouiit  of  daily  study  rcMjuired  in  yonr  dt'i)art- 
meiit  s  leh  at  to  overtax  the  student,  lej^ard  briuj;  had  to  tlie  di'iuaiids 
made  ui)Oii  hiiu  by  other  dei>aitineiits  at  the  same  time  ?  What  modi- 
lications  wouhl  the  changes  proposed  by  you  introduce  ?" 

Answer.  For  a  portion  of  the  year,  or  for  every  other  day  from  Octo- 
ber 1,  to  about  the  7th  of  December,  the  cadets  of  the  first  chiss  are 
required  to  recite  three  times  a  day.     1  tliink  twice  is  sufficient. 

Questions.  "Is  there  any  indication  of  overwork  or  weariness  of 
study  among  the  cadets  in  any  of  the  departments  iu  the  recitation 
room  or  examination  hall  ?" 

Answer.  I  have  occasionally  seen  such  indications;  but  they  were 
manifested  by  i>ersons  who  were  naturally  inclined  to  he  indolent.  I 
do  not  think  that  the  cadets  are  overworked  in  any  department  of  the 
A-cademy. 

Question  9.  "Ilave  you  any  modifications  or  changes  to  suggest  not 
embraced  in  your  answers  to  the  foregoing  questions,  respecting  the 
course  of  instruction,  that  would,  in  your  opinion,  conduce  to  the  better 
accomidishment  of  the  objects  of  the  establishment  of  the  United  States 
Acadeniy  ? " 

Answer.  I  have  none. 

IJespectfuHv  submitted. 

J.  G.  BENTON, 
Cajjt.  Ordnance^  Instructor  of  Ord.  and  Gun-y. 

Lieut.  J.  C.  Ives,  To2)H  Eng^rs. 

tSecrctary  of  Congressional  Commission. 


M  1. 


West  Point,  New  York, 

August  7,  ISGO. 

Sir  :  In  answer  to  the  questions  proposed  by  the  Commission  of  which 
you  are  president,  1  have  the  honor  to  slate: 

First :  That  a  portion  of  the  physics  of  chemistry,  chemistry,  miner- 
alogy and  geology,  are  taught  in  my  department. 

In  chemistry  and  the  physics  of  chemistry  the  cadets  of  the  second 
class  recite  on  alternate  days,  iu  the  forenoon,  throughout  the  academic 
year,  giving  to  chemistry  about  eighty-three  lessons,  and  to  chemical 
])hysics  twenty-five  lessons,  including  in  these  all  the  reviews.  In  this 
time  they  are  expected  to  be  well  versed  iu  some  two  hundred  and 
twenty  ])ages  of  chemistry,  closely  printed,  and  about  one  hundred  and 
twenty  pages  of  the  physics. 

The  cadets  of  the  first  class,  including  the  reviews,  make  only  the 
sum  of  forty  recitations  in  mineralogy  and  geology,  embracing  about 
two  hundred  pages  iu  all.  In  addition  to  this,  other  instruction  is 
given,  as  will  be  hereinafter  noticed. 

Second:  None  of  these  blanches  admit  of  curtailment.  It  is  impor- 
tant that  ninety  or  one  hundred  pages  should  be  added,  in  notes,  iu  the 
second  class  course,  upon  metallurgy,  the  chemistry  of  cements,  agri- 
culture, food,  cS:c.  Some  forty  pages  should  be  added,  in  notes,  to  the 
geoldgical  course. 

Third:  Instiuction  in  this  department  is  by  regular  lessons  in  the 
text-books  with  corresponding  recitations;  but  a,  large  part  ot  the  in- 
struction is  given  by  short  lectures  and  conversations  during  the 
recitation. 


MILITARY    ACADEMY    AT    WEST    TOINT.  215 

Fourth  :  lu  luiueralogy  tlie  cadet  is  practiced  with  a  large  variety 
of  si)ecimens,  which  are  changed  from  da.v  to  daj'.  The  same  course 
it  taken,  as  far  as  it  is  j)racticable  and  i)ossible,  in  geology.  Much 
greater  facilities  are  wanted  for  this  kind  of  instruction,  particularly 
in  paleontology. 

In  chemistry,  some  more  practical  instruction  should  be  given — all, 
indeed,  that  can  be  given  in  the  time  allowed  to  this  branch,  without 
interfering  with  the  ac(iuisitiou  of  that  general  chemical  knowledge 
essential  to  all  educated  oflicers.  For  this,  however,  increased  meaus 
aie  indispensable. 

Fifth  :  On  an  average,  the  lessons  in  the  second  class  require  two 
and  a  half  hours  for  their  preparation  ;  those  in  the  first  class  require 
two  hours.  The  proposed  additions  to  the  course  would  require,  in 
the  first  class,  ten  additional  lessons,  or  an  equivalent  increase  of  time 
for  each  of  the  forty  lessons.  If  nothing  is  transferred  from  the  chemi- 
cal department  in  the  second  class,  the  value  of  twenty-five  additional 
lessons  will  be  needed  there. 

Sixth:  The  cadets  in  this  department  are  in  the  section  room  one 
hour  on  alternate  days. 

Seventh  :  Cadets  are  not  overtaxed  in  the  chemical  department. 

Eighth  :  Cadets  have  little  oi)portunity  to  exhibit  weariness  in  this 
department.  It  has  sometimes  occurred  to  me  that  they  had  not  com- 
mand of  time  enough  to  thoroughly  acquire  their  lessons. 

Ninth  :  if  the  five-year  programme  continues  its  existence,  there  will 
be  a  great  propriety  in  introducing  into  this  department  a  short  course 
of  physical  geography.  The  intimate  mutual  dependence  of  this  subject 
and  that  of  geology  naturally  associates  them  together. 

A  large  increase  of  our  cabinet  is  absolutely  necessary,  to  render  it 
anything  like  what  it  should  be.     For  this  a  distinct  appropriation  will  be 
uecessary.     The  want  of  more  eligible  section  rooms  seriousli/  interferes- 
with  the  proper  instruction  of  cadets  in  this  department. 
Very  respectfully,  ^our  obedient  servant, 

H.  L.  KENDRICK, 
Professor  of  Chemistry^  Mineralogy^  and  Geology^ 

V.  ^.  Military  Academy. 

Hon.  Jefferson  Davis, 

President  of  Cdhimission,  dc. 


N'. 

West  Point,  Kew  York, 

August  7, 1860. 

Sir  :  To  the  questions  proposed  in  the  letter  of  the  secretary  of  the 
Commission  of  which  you  are  the  president,  under  date  of  Julj'  23, 
1860,  1  have  the  honor  to  reply — 

1.  That,  in  assigning  graduates  of  the  Military  Academy  to  corps  or 
arms,  no  mode  occurs  to  me  which  it  would  be  advisable  to  adopt  other 
than  the  one  now  i)ursued  here.  While  it  is  quite  possible  that  this 
mode  may  fail  sometimes  to  put  exactly  the  "right  man  in  the  right 
place,"  it  is  the  result  of  my  observation  that  its  failures  are  tar  less 
frequent  and  less  inii)ortant  tlian  some  have  imagined.  I  am  unaware 
of  any  errors  so  marked  as  to  have  attracted  much  attention. 

Any  system  which  will  have  a  tendency  to  depress  that  spirit  of  emu- 
lation which  now  so  hapi)ily  obtains  in  the  corps  of  cadets,  at  least  in 


21 G  MILITARY    ACADEMY    AT    WEST    POINT. 

the  hifjlicr  classes,  will  be  fraufrlit  with  eiulurinji:  niiscliief.  If  there 
were  no  otlirr  serious  objections  to  any  i)rcbable  inotlificatioii  of  the 
present  plan,  this,  in  my  opinion,  would  be  a  fatal  one. 

2.  If  the  troops  on  distant  service  were  concentrated  in  respectable 
masses  it  would  certainly  be  well  for  otlicers  of  the  stall"  to  serve  with 
them  for  a  limited  time,  doinft-  the  duty  of  line  officers.  Even  split  up, 
as  experience  proves  our  ai  my,  in  i)eace,  always  will  be,  itmay  be  worth 
the  experiment. 

3.  I  tliiidv  that  officers  of  the  line  fjenerally  do  not  pursue  their  pro- 
fessional studies  to  any  preat  extent  after  enterinjr  their  respective 
arms.  A  system  of  exanfinations,  resembling  that  which  now  obtains 
in  the  meilical  corj)s,  without,  however,  making  them  at  all  so  rigid, 
would  remedy  this  dt  feet. 

Very  resi)ectfullv,  Tour  obedient  servant, 

11.  L.  kb:ndrick, 

Frof.  Chemistry^  Mineralogy^  and  Geology,  U.  *S\  M.  A. 
Hon.  Jefferson  Davis, 

Preddent  of  Covimission,  ti'c. 


OK 

New  York  Free  Academy, 

Angust  7,  18G0. 

Dear  Sir  :  Since  I  did  myself  the  honor,  some  days  ago,  to  reply  to 
your  letter  of  the  ISth  ultimo,  I  have  retiected  further  and  examined 
more  minutely  into  the  course  of  study  and  discipline  as  described  in 
the  official  document  before  me,  and  I  think  that  I  have  noticed  a  de- 
fect, a  serious  one,  too,  in  the  arrangement  of  the  applied  mathematics 
at  the  Military  Academy. 

During  the  three  first  years  the  course  of  study  in  the  pure  and  mixed 
mathematics  is  all  that  could  be  desired,  with  the  exception,  however, 
that  there  is,  in  my  opinion,  much  more  required  of  the  stu<lents  than 
can  well  be  performed  in  the  third  year  of  that  course.  1  do  not  see 
how  the  whole  course  of  natural  and  experimental  phdosophy  and 
astronomy  can  be  <oni])leted  in  one  year,  more  especially  when  we  re- 
flect that  the  sulijects  ot  that  course  are  no  longer  the  same  that  they 
were  even  ten  years  ago.  I  recommend,  therefore,  tliat  astronomy  be 
transferred  and  studied  in  the  fourth  year,  and  that  the  other  subjects 
of  the  mixed  mathematics  remain  where  they  are,  and  occupy  the  same 
time  in  the  course  that  the  whole  do  at  present. 

I  have  another  object  in  view  in  recommending  this  change.  In  the 
second  class  I  do  not  understand  that  there  is  any  ap])lied  mathematics 
whatever;  or,  in  other  words,  the  subject  is  entirely  omitted  by  that 
class.  This,  it  seems  to  me,  is  an  error,  and  ought  to  be  remedied,  and 
I  see  no  more  judicious  remedy  than  the  one  I  propose. 

By  the  specificarions  of  the  course  of  the  first  class,  I  conclude  that 
there  is  no  application  of  the  mathematics,  except  in  the  department  of 
engineering,  and  as  that  subject  must  contain  necessarily  a  gooil  deal 
that  is  descriptive  and  historic,  I  am  not  able  to  say  nor  form  an  opin- 
ion how  extensive  that  application  may  be  the  last  year.  I  see  no  reason 
why  the  cadet  should  not,  through  his  entire  course,  be  taught  almost 
daily  some  mathematical  application,  which  can  be  so  arranged  as  not 
to  interfere  in  the  dischaige  of  his  other  duties. 

The  military  exercises  and  militaiy  instruction  occupy,  as  I  notice  by 


MILITARY    ACADEMY    AT    WEST   POINT.  217 

the  oflScial  register,  a  pretty  large  proportion  of  the  time  of  the  cadets. 
It  is  probably  right  that  such  should  be  the  case,  subject,  however,  to 
the  conditiou  that  those  exercises  should  not  interfere  with  the  time 
necessarily  required  for  learning  thoroughly  the  lessons  iu  the  other 
dei)artnicuts  of  instruction. 

During  the  encampment,  which  I  believe  is  something  longer  than 
two  months  in  each  year,  the  whole  time  of  the  cadets  is  occupied  iu 
military  instruction.  The  object  of  the  encami)ment  is  lor  that  purpose. 
At  other  periods  of  the  year  other  departments  of  instruction  ought  to 
have  rather  the  pre-eminence,  for  many  of  the  subjects  of  learning  in 
the  course,  if  not  acquired  while  the  individual  is  at  the  Academy,  will 
never  be  acquired;  w  liereas  there  are,  I  believe,  many  things  in  the 
l)resent  military  programme,  as  shown  by  the  register  already  men- 
tioned, which  could  be  as  well  learned  elsewhere. 

AVithin  a  very  few  years,  even  within  the  ])eriod  since  the(!ommence- 
ment  of  our  late  war  with  Mexico,  the  military  art,  and  the  sciences 
subservient  to  and  connected  witli  it,  have  become  very  much  extended 
by  new  discoveries  and  by  new  applications  of  the  princii)les  of  science 
already  known.  If  w^e,  therefore,  intend  to  be  provided  for  any  emer- 
gency to  which  we  as  a  nation  are  always  exposed,  in  a  greater  or  less 
degree,  it  becomes  us  to  cultivate  the  art  of  war  to  its  greatest  perfec- 
tion. It  is,  therefore,  I  am  clearly  of  opinion,  important  that  there 
!-hould  be  established  a  schcoi  of  practice  sui)i)lementary  to  the  one  at 
"West  Point,  where  the  graduates  should  be  sent  for  a  longer  or  shorter 
period  before  they  join  their  respective  arms  of  service. 

This  school  should  not  only  be  intended  to  train  the  young  officers 
sent  ihere  to  the  greatest  degree  of  i)erfection,  but  it  should  also  be 
intended  to  try  all  manner  of  experiments  in  relation  to  the  iscience  and 
art  of  war. 

I  have  the  honor  to  be,  very  respectfully,  your  obedient  servant, 

'HORACE  WEBbTEK. 

J.  C.  Ives,  First  Lieut.  TopH  Eiujrs, 

hitcrctarij. 


Wateeeury,  Connecticut, 

Awjmt  8.  ISGO. 

Dear  Sir  :  In  accordance  with  the  request  of  the  Commission,  I  have 
the  honor  to  submit  for  its  consideration  the  following  moditication  of 
the  circular  usually  addressed  to  the  candidate  lor  admission  to  the 
jVJilitary  Academy: 

In  the  fifth  line  of  the  "qualifications,"  after  the  wonls  "the  candi- 
date," erase  all  to  the  words  "  failing  in  any  of  these  particulars,''  &c., 
and  insert,  "  will  be  required — 

^^  First.  To  read  the  English  language  in  a  clear  and  distinct  tone  of 
voice,  and  with  particular  attention  to  pronunciation,  emphasis,  and 
pauses. 

^^  Second.  To  write  in  a  fair  and  legible  hand,  in  proper  form,  and 
without  mistakes  in  si)elling,  such  sentences  of  prose  or  poetry  as  may 
be  read  to  him  by  one  of  the  examiners. 

"  Third.  To  give  clearly  the  rules  for  the  various  operations  of  arith- 
metic above  specified,  particularly  for  vulgar  and  decimal  fractions,  and 
proportion,  with  the  reasons  therefor,  and  to  solve  and  explain  fully  and 


lM8  military  aca]:)emy  at  west  point. 

without  hesitation  .auy  exami>les  which  maj'  be  proposed  to  illustrate 
these  rnle,^." 

\'ory  respectfully',  yours, 

A.  E.CHUKCII, 
rrofessor  Mathematics^  V.  S.  Militari/  Academy. 
Lieut.  Ives, 

^cctctary  of  Commission,  d-c. 


IV. 

Ausicers  to  the  (jiie.stions  of  the  Commission,  instituted  by  the  act  of  Con- 
gress of  June  21.  18G0,  to  examine  into  the  organization,  &c.,  of  the 
United  States  Military  Academy. 

Question  1.  The  subjects  taught  in  the  department  under  my  charge 
are  embraced  under  the  general  heads — First,  civil  engineering ;  second, 
m Hilary  engineering. 

Detailed  ])rogrammes  for  each  of  these  courses  have  been  drawn  up 
and  submitted  tor  adoption  by  the  proper  authority;  but  it  is  believed 
that  no  action  has  been  taken  upon  them  up  to  the  present  time.  The 
subjects  comi)rised  in  each  course,  and  their  respective  times,  as  recom- 
lueuded  in  the  programmes,  are  as  follows: 

CIVIL   ENGINEEKINGr. 

Lessons  for  first  section.     Lessons  for  lower  sections. 

Building  materials 8  10 

Masonrv .' 5  6 


Farming 4  4 

Bridges  generally 5  G 

Koads  and  railroads . . . ; 4  5 

Oiuals 2  3 

Kivers  and  harbors 2  2 

Architecture G  6 

Stone-cutting  ....  - 5  5 

Applied  mechanics , .  21  9 

Total G2  56 


Total  lessons  first  section C2 

Keview  of  first  section 18 

Machine,  &e.,  drawing 24  lessons. 

Total  disposable  time 104  days. 

Total  lessons  lower  sections 56 

Beview  of  lower  sections 24 

Machine,  &c.,  drawing .  24  lessons. 

Total  disposable  time 104  days. 


MILITARY    ACADEMY    AT    WEST  POINT.                         219 

MILITARY  ENGINEERING. 

*  Lessons  for  first  sectiou.  Lessons  for  lower  sections 

Field  foititication 8  10 

I'ermaneut  fortilication 25  28 

Attack  ami  defense 7  8 

Examples  of  sieges . . , 3  3 

Frontier  defenses ■. .       ^>  5 


•Total  lessons 48  54 

Keview  of  lessons 18  18 

Fortificatiou  drawing 3G  24 

Total  lessons  in  military  engineer'g,  102  OG 

Review  of  civil  engineering 12  18 


Total  disposable  daj'S 114  114 


Remark. — The  dill'erence  in  tlie  distribution  of  time  for  the  first  and 
lower  sections  arises  from  the  difference  of  capacity  of  sections,  and  of 
supposed  wants  of  arms  of  service. 

Question  2.  I  think  the  courses  as  they  now  stand  are  well  balanced 
and  sufficient  to  meet  the  wants  of  the  service.  They  both,  from  the 
nature  of  tlie  subjects  embraced  in  them,  admit  of  almost  indefinite  ex- 
tension ;  but,  considering  the  necessarily  general  character  of  this  school, 
I  do  not  think  any  further  expansion  desirable. 

Question  3.  Instruction  is  given  by  text-books,  in  which  lessons  are 
given  out  for  daily  recitations  and  by  lectures  and  oral  explanations 
given  by  the  professor  or  the  immediate  instructor  of  a  section. 

Drawing  is  taught  under  the  eye  and  guidance  of  the  professor  and 
Lis  assistants. 

Models  and  engravings  are  used  as  illustrations. 

Question  4.  If  by  this  question  is  meant  instruction  in  some  purely 
mechanical  operation,  the  answer  is,  none,  except  in  handling  mathe- 
matical drawing  instruments. 

Question  5.  I  should  propose /our  hours  as  a  fair  time  for  the  smallest 
capacities  to  prepare  quite  uuderstandingly  the  subjects  embraced  in 
any  single  day's  lesson. 

Question  G.'  Each  cadet  is  present  at  recitations  one  hour  and  a  half; 
his  own  recitation  may  vary  from  six  to  thirty  minutes — depending 
upon  the  subject  he  may  have  to  recite  upon.  Three  hours  daily  are 
given  to  drawing,  but  during  this  exercise  there  are  no  recitations  in 
the  department. 

Question  7.  1  do  not  think  that  the  daily  i)reparations  required  of 
the  cadet  in  this  department  Jean  be  onerous,  provided  the  instructors 
in  the  other  departments  confine  their  lessons  within  the  limits  laid 
down  for  their  being  accomplished  by  the  Military  Academy  regula- 
tions. 

Question  8.  I  think  that  for  .several  years  back  the  cadets  have  been 
overtasked;  that  too  much  has  been  attempted  at  the  Academy,  and 
that  there  is  a  falling  off  in  interest  in  their  studies  by  the  cadets  about 
their  third  year  at  the  Academy,  attributable,  in  my  opinion,  to  the  ten- 
sion of  the  first  two  years.  In  my  own  department  this  is  very  visible 
to  my  apprehension,  and  it  requires  unwearied  exertion  on  the  part  of 
the  professor  and  assistants  to  keep  up  the  flagging- interest  of  the 
lower  sections. 


220  MILITARY    ACADEMY    AT    WEST   POINT. 

Question  0.  I  have  none  in  my  department.  I  believe  that  experi- 
ence shows  that  it  has  accomplished  all  that  a  sound  tiiinUinj?  mind 
would  deem  requisite  for  accomplishinj;  what,  accordin*;  to  my  view, 
was  the  object  ot  the  establisliment  of  tlie  United  States  Military  Acad- 
emy, viz  :  a  school  from  which  the  various  arms  of  the  service  could  be 
recruited  with  otiicers  capable  of  performinjj  the  sjiecial  duties  of  their 
arm,  and  those  incident  tu  it,  growing' out  of  the  phases  of  service  before 
an  enemy. 

KespectfuHv  submitted. 

D.  II.  MAITAX, 
Profi'ssor  of  Engineering. 

West  Point,  August  10,  1800. 


Memoranda  irith  respect  to  legal  pi'ovishns  for  the  organization^  d:c.^  of  the 
United  States  Military  Academy. 

1.  Duties  of  the  Superintendent  to  be  defin.ed. 

2.  The.i  rofessors  and  other  heads  of  departments  of  instruction  de- 
signated. 

3.  Duties  of  professors  and  heads  of  departments  and  those  of  their 
assistants  delined. 

4.  Professors  and  others  composing  the  Academic  Board  to  be  desig- 
nated and  their  duties  defined. 

5.  Ilank  of  professors  and  other  heads  of  departments  designated. 
G.  Kank  of  assistants  designated, 

7.  Courses  of  instruction  and  their  assignment  to  the  appropriate 
professorships,  &C.,  «lesignated. 

8.  The  order  of  time  in  which  the  courses  of  instructiou  shall  be 
given. 

y.  The  total  and  daily  time  that  shall  be  given  to  preparation  for  and 
recitation  upon  each  course  of  instruction. 

10.  Number  of  exiiminations  yearly  prescribed. 

11.  Decisions  of  Academic  Board  on  results  of  examinations  to  be 
final. 

12.  Cadets  found  not  jiroficient  in  any  study  or  in  conduct  to  be  dis- 
charged aiul  not  permitted  to  be  restored. 

13.  The  relative  weight,  to  be  given  to  the  various  studies  and  to  con- 
duct in  forming  the  gdueral  anu  ui!  marit  rolls  to  ba  fixed. 

The  provisions  numbered  from  one  to  six,  inclusive,  are  deemed  nec- 
essary for  the  proper  and  harmonious  working  of  all  the  parts.  Noth- 
ing here  should  be  left  vague.  There  should  be  no  opening  for  the  exer- 
cise of  powers  not  granted.  For  general  purposes  the  Academic  Board 
should  be  limited,  say,  to  five  or  six  members,  including  the  Sui)erin- 
tendent,  who  shall  preside  at  its  sittings.  For  the  examinations,  the 
head  of  the  department  under  examination,  his  senior  assistant,  and 
during  the  examination  of  any  section  of  the  class,  the  habitual  in- 
structor of  that  section  shall  be  n)embers  of  the  Academic  Board  for 
the  purposes  of  the  examination  of  the  particular  branch  of  instruction. 
Army  rank  should  alone  govern  among  all  Army  officers  on  duty  at  the 
Academy.  There  is  leally  no  good  reason  why  there  should  beany  dif- 
ference in  the  pay  and  emoluuients  of  the  assistants  who  are  Arn)y  offi- 
cers; the  moiQ  so  if  service  at  the  Academy  is  limited  in  tinie,  and 
regarded  as  any  other  term  of  detached  service.  Such,  a  provision, 
moreover,  will  remove  all  causeof  jealously  and  heart-burning.    Atpres- 


MILITARY    ACADEMY    AT    WEST    POINT.  221 

ent,  a  brevet  secoud  lieutenant  only  just  graduatetl,  may,  by  being  the 
principal  assistant  in  one  department,  be  entitled  to  the  i)ay  and  emolu- 
ments of  a  captain  ;  whilst  an  old  first  lieutenant  in  anotlier  depart- 
ment, who  is  not  the  princii)al  assistant,  will  only  be  entitled  to  the  i)ay 
and  emoluments  of  his  Army  grade.  This  is  no  hyi)othetical  case.  Ifc 
has  frequently  happened. 

The  provisions  numbered  from  seven  to  ten  inclusive  it  is  thought 
the  experience  derived  from  the  forty  years  in  which  the  Academy  has 
worked  under  its  present  organization  will  give  ample  and  satisfactory' 
ddia  for  without  leaving  anything  vague. 

The  provisions  marked  eleven  and  twelve  seem  called  for  from  what 
can  only  be  termed  abuses  in  restoring  cadets  found  deficient  in  stud- 
its  or  conduct,  as  shown  by  the  records  of  the  Academy.  Moreover, 
when  it  is  considered  that,  sickness  or  some  like  accidental  cause  apart, 
deficiency  in  either  of  these  respects  can  arise  oidy  either  from  inabil- 
ity to  discharge  certain  prescribed  duties  necessary  to  make  a  goo«l 
officer,  or  from  a  neglect  of  these  duties,  it  is  unjust  to  the  Academy 
and  to  the  great  body  of  youths  who  are  yearly  striving  to  gain  ad- 
mission into  it,  and  injurious  to  good  order  and  discipline  amon^  the 
able  and  well  disposed  of  its  members,  to  keep  in  it  an  inefficient  or 
disorderly  subject.  To  do  so  is  to  hold  out  a  premium  to  dullness  and 
disorder. 

The  provision  numbered  thirteen  is  of  great  importance,  as  upon  it 
will  depend,  to  a  considerable  extent,  the  time  and  attention  which  the 
cadets  will  give  to  each  branch  of  instruction.    Experience  shows  this. 


Washington,  D.  C,  August  11,  1860. 

Sir  :  I  have  the  honor  to  acknowledge  the  receipt  of  your  letter  of  the 
18th  ultimo,  in  which  I  am  requested,  by  the  Commission  instituted  by 
act  of  Congress  "  to  inquire  into  the  organization,  system  of  discipline, 
and  course  of  instruction  at  the  United  States  Military  Academy,"  "  to 
state  what  modifications  or  changes  in  the  organization  and  course  of 
instruction  at  the  Academy  are,  in  [my]  opinion,  desirable  to  secure  to 
the  Army  officers  best  qualified  to  perform  their  various  duties,  and  to 
meet  all  their  responsibilities." 

In  my  reply  I  shall  confine  myself  to  remarking  upon  the  present  or- 
ganization of  the  military  departments. 

In  my  opinion,  each  of  those  departments  should  have  a  separate  and 
distinct  instructor,  who  should  be  directly  responsible  to  the  Superin- 
tendent of  the  Academy,  and  to  no  other  ofliiier,  for  the  theoretical  and 
practical  instruction  in  his  department;  that  each  instructor  should 
have  a  sufficient  number  of  assistants;  that  each  instructor  and  his  as- 
sistants, in  anyone  department,  shouhl  be  officers  in  cori)s  or  regiments 
of  the  Army,  corres[K)uding  to  the  department  of  which  they  are  in 
charge  at  the  Academy;  that  is,  the  instructor  of  artillery  and  his  as- 
sistants should  be  officers  of  artillery  ;  the  instructor  of  cavalry  and  his 
assistants,  ofliccjs  of  the  mounted  corps  ;  and  the  instructor  of  infantry 
and  his  assistatiis,  officers  of  infantry  ;  and  that  the  ofricers  on  duty  in 
any  one  of  said  <:ej)artments  should  not  be  required  to  jierlbrm  duty  in 
any  other  deparrnient  at  the  Academy. 

I  am  fuitlier  of  the  opinion  that  the  instructor  of  infantry  should  be 
commandant  uf  cadets;  that  the  course  of  stuilies  at  the  Academy 


222  MILITARY    ACADEMY    AT    WEST    POINT, 

should  ivfiiiirc  five  years  from  bpuitininj;  to  completion,  and  that  no 
person  nncler  the  ajje  oi  UCteen  years,  nor  over  tliat  of  twenty,  should 
be  appointed  a  cadet. 

However  much  it  ndght  be  deemed  proper  to  extend  or  limit  the 
course  of  instruction  in  any  one  department,  it  is  important  that  the 
instruction  therein  should  be  (lioroiKjh,  so  far  as  it  goes.  I  believe  the 
organization  I  have  suggested  would  best  ctl'ect  that  in  the  military 
departments,  and,  regulated  so  as  not  to  operate  to  the  prejudice  of 
anj  of  the  other  departments  of  the  Academy,  could  not  but  "secure 
to  the  Anny  oflicers  best  (pialilied  to  [)erforin  their  various  duties,  and 
to  meet  all  their  responsibilities." 

1  am,  sir,  very  respectfully,  vour  obedient  servant, 

H.  F.  CLARK, 
Captain  and  C.  IS.,  U.  S.  A. 

First  Lieut.  J.  C.  Ives,  U.  S.  Topi  Enrfrs, 

ISccrciary  U.  /S'.  Mil.  Acad.  Commission,  W€.sf  Point,  N.  Y. 


Washington,  D.  C,  August  10,  ISCO. 

Sir:  I  have  the  honor  to  make  the  following  statement  in  answer  to 
your  circular  of  July  last. 

I  believe  that  the  term  of  service  at  the  Military  Academy  should  be 
five  years. 

The  fifth  year  should,  in  a  great  measure,  be  taken  up  by  practical 
instruction  in  the  duties  belonging  to  the  several  corps  of  the  Army. 
The  practical  duties  of  the  cavalry,  artillery,  and  infantry  soldier  are 
in  a  great  degree  already  taught,  so  that  the  fifth  year  might  be  profit- 
ably devoted  to  the  instruction  of  the  cadets  in  the  duties  properly 
belonging  to  the  scientific  corps  of  the  Army  and  those  of  the  general 
staff. 

Among  the  former,  I  specify  military  reconnaissances,  field  astronomy, 
geodetic  surveying,  construction  of  field  iortificatious,  attack  and  de- 
fense of  fortifications,  construction  and  design  of  buildings,  manufac- 
ture of  ordnance  and  small-arms,  steam-engines,  derricks,  and  cranes; 
and  among  the  latter  the  duties  of  a  quartermaster,  commissary,  and 
adjutant  general,  post  aud  regimental  adjutant,  and  instruction  in  the 
manner  of  rendering  accounts  and  making  contracts  according  to  the 
regulations  of  the  Army.  In  all  of  three  things  the  cadet  could,  in  a 
short  time  during  the  Ji/th  year,  receive  instruction  which  will  be  of 
the  greatest  use  to  him  ever  after.  lie  could,  in  that  year,  gain  detailed 
information  in  the  various  branches  of  his  profession  that  he  w'ill  never 
be  able  to  procure  afterwards:  for  it  is  a  well-known  fact  that  young 
ollicers  are  often,  very  soon  aiter  their  graduation,  placed  in  charge  of 
works  and  surveys  requiring  a  practical  knowledge,  which  so  far  it 
has  been  impossible  lor  them  to  obtain  beforehand.  They  get  it  by 
hard  work  in  the  field  and  in  the  office,  but  I  believe  it  is  the  expe- 
rience of  every  officer  that  much  valuable  time  would  have  been  saved 
had  this  knowledge  been  imparted  to  him  by  competent  instructors  be- 
fore he  was  placed  upon  the  duty  requiring  it. 

In  the  fifth  year  the  cadet  need  not  be  under  the  same  discipline  that 
those  of  the  lower  classes  are  subjected  to.  The  proper  instruction  in. 
the  duties  indicated  will  involve  a  more  or  less  protracted  absence  from 


MILITARY    ACADEMY    AT    Wi  feT    POINT.  223 

West  Point,  and,  tlnriiig  the  stay  of  the  first  class  on  the  Point,  their 
duties  may  be  made  to  keep  them  entirely  separate  from  the  other 
cadets. 

I  believe  that  a  very  great  improvement  in  the  internal  economy  of 
the  institution  would  be  made  by  so  arranging  the  study  hours  that  all 
of  them  should  be  before  dinner.  There  are  now  seven  study  hours  be- 
tween breaklast  and  tea,  two  of  which  are  alter  dinner,  dinner  being  at 
one  o'clock.  If  the  dinner  hour  be  changed  to  three  o'clock,  the  same 
number  of  study  hours  might  be  obtained,  all  of  them  before  dinner. 
But  the  whole  seven  hours  are  not  devoted  to  study.  Kidiiig  and  fenc- 
ing exercises  take  nj),  in  nearly  e\ery  class,  one  of  tiiese  liours.  Should 
these  exercises  be  thrown  out  of  the  study  hours,  it  mi;.>ht  be  possible 
to  reduce  the  study  hours  to  six,  by  that  means  biinging  the  dinner 
hour  to  two  o'clock,  or  the  breakfast  hour  to  eight  o'chjck  instead  of 
seven  o'clock. 

The  instruction  in  drawing,  geology,  French,  and  Spanish  (in  part), 
tactics  and  theoretical  artillery  are  all  given  after  dinner,  between  two 
and  four  o'clock  ;  and  I  think  Ihe  universal  testimony  of  professor  and 
pupil  would  be  that  they  could  all  be  more  profitably  taught  and  learned 
before  dinner. 

The  hours  for  drill  would,  by  this  arrangement,  be  made  more  con- 
venient in  the  short  days  of  the  fall  months. 

The  method  of  recommendations  for  appointmenta  to  the  different 
corps  of  the  Army  by  the  Academic  Board,  it  seems  to  me,  is  open  to 
the  objection  of  partiality  to  the  Corps  of  Engineers  to  the  prejudice  of 
some  of  the  other  corps  of  the  Army.  The  Corps  of  Ordnance  and  Topo- 
graphical Engineers  require  as  much  scientific  attainment  and  as  much 
general  talent  as  the  Corps  of  Engineers,  let,  the  appointees  to  these 
corps  are  generally  considered  unfit  for  appointment  in  the  Corps  of  En- 
gineers by  the  Academic  Board,  and  the  Corps  of  Engineers  monopolize 
as  many  of  the  head  men  of  a  class  as  the  Academic  Board  thinks  of 
sufBcieut  talent  to  enter  that  corps,  leaving  the  other  two  staff  corps  to 
be  filled  up  with  men  who,  if  their  class  standing  is  the  only  criterion, 
are  in  every  case  inferior  to  the  officers  of  the  Corps  of  Engineers. 

If  no  distinction  were  made  among  these  three  corps  in  the  recom- 
mendations of  the  Academic  Board,  this  unjust  discrimination  would 
be  removed.  No  injustice  would  be  done  to  the  head  men  of  the  class, 
because  their  graduating  standing  would  give  them  choice  over  those 
who  graduate  below  them,  and  they  would  still  be  able  to  enter  the 
Corps  of  Engineers  if  they  should  choose  that  corps.  The  other  two 
corps  would,  in  many  instances,  get  the  head  men  of  a  class.  Their 
standard  would  be  raised,  and  that  of  the  Corps  of  Engineers  would  not 
be  lowered. 

But,  independently  of  these  arguments,  the  present  system  is,  in  my 
opinion,  a  degradation  to  the  Corps  of  Ordnance  and  Topographical  En- 
gineers, and  should  therefore  be  changed. 

I  am,  very  respectfully,  your  obedient  servant, 

W.  B.  FRANKLIN, 
Cajytain  Tajjographical  Engineers. 

Lieut.  J.  C.  Ives,  Top.  Eng., 

Secretary  of  Commission,  tCc. 


224  MILITARY    ACADEMY    AT    WEST    POINT. 

U'. 

Ausirrm  of  Colonel  DelaJiehJ^  Siiptrinfenflent  of  the  Military  Academy,  to 
the  i)iferro(/((torit's  of  the  (Joniiiii.ssin)i,  ujipointetl  hy  Co)u/res.s  to  inquire 
into  the  onionization.  system  of  disciplinejund  cuuise  of  instruction,  tt'C, 
at  the  Mil  tar  y  Aeademy. 

'' (Jiiostioii  1.  Are  tliero  aii.v  inodilications  or  changes  in  the  organiza- 
tion ot  the  acadeniic  stall",  and  in  the  manner  ot  appointing  the  pro- 
fessors and  assistant  professors,  that  are,  in  your  oj>inion,  desirable?" 

Answer  1.  The  organization  of  the  academic  staff,  as  provided  in 
paragraph  eight  of  the  regidations  for  the  government  of  the  institution, 
is,  I  conceive,  well  adapted  to  subserve  the  purposes  and  intentions  for 
which  it  was  originally  designed,  as  well  as  the  best  interests  of  the 
Academy,  when  confined  in  irs  action  to  ])rescribed  and  appropriate 
functions.  It  w  ill  be  observed  that  part  of  this  staff'  constitutes  the 
Academic  ]]oard,  which,  as  provided  in  |)aragraph  nine,  is  also  as  well 
organized,  in  my  opinion,  as  the  nature  of  the  case  permits,  to  fiuItiU  its 
proper  functions.     I  consider  no  change  in  this  organization  desirable. 

2.  xVt  the  present  time  there  are  twelve  departments  of  instruction, 
under  charge  of  eight  professors,  created  by  law,  and  four  instructors; 
the  latter  holding  military  rank  in  the  Army,  and  eligible,  as  such,  to 
those  four  departments. 

3.  The  appointment  of  the  eight  professors  is  permanent,  and  subject 
to  no  prescribed  limit  of  time,  except  as  consequences  of  the  rules  and 
articles  of  war,  to  which  they  are  amenable. 

4.  The  four  instructors  are  appointed,  by  detail,  from  the  Army,  liable 
to  be  ordered  on  duty  elsewhere  at  any  time,  and  subject  to  the  rule  of 
service,  that  no  offioer  shall  be  absent  from  his  regitnent,  or  duties  of 
his  corps,  more  thau  four  years.     (Paragraph  34,  Army  Regulations.) 

5.  Of  the  eight  professors,  three  may  be  taken  from  the  Corps  of  Engi- 
neers, and,  if  they  prefer,  can  remain  in  it,  subject  to  all  its  varied  duties 
and  details,  retaining  their  Army  rank  ;  but  in  case  of  resigning  their 
commissions  in  the  Cor[)S  of  Engineers,  to  secure  uninterrupted  profes- 
sional duties,  they  then  become,  as  in  the  case  of  the  five  others,  with- 
out military  rank  in  the  line  of  the  Army  and  come  under  the  arrange- 
ment stated  in  paragraph  3. 

C.  There  is  an  advantage  and  disadvantage  in  appointing  the  pro- 
fessors from  civil  life,  and  making  the  position  permanent,  tlepending 
upon  executive  removal  for  cause;  and  that  of  appointing  them  from 
the  Army,  to  return  to  its  duties  after  a  series  of  years.  Neither  sys- 
tem, however,  can  be  fully  carried  into  effect.  The  professors  ot  French, 
Spanish,  ethics,  including  the  chaplaincy,  and  drawing,  in  its  compre- 
hensive and  artistic  sense,  are  not  as  a  general  rule  to  be  found  in  the 
Army  for  these  details.  Those  of  engineering,  phil'^sophy,  mathemat- 
ics, and  chemistry,  &('.,  can  at  all  times  be  filled  from  some  of  the  cor()S 
of  the  Army. 

7.  The  manner  of  appointing  the  eight  permanent  professors  is  by  the 
President's  nomination,  confirmed  by  the  Senate.  A  disadvantage  of 
this  system  is,  that  there  is  no  certain  means  of  insuring  continued  com- 
petency, or  of  obtaining  a  substitute  for  incompetency,  that  may  by 
chance  have  gained  a  professorial  chair,  or  of  vacating  such  professor- 
ships when  rendered  incompetent  by  age,  sickness,  or  infirmity.  Tliese 
causes  cannot  be  taken  cognizance  of  under  any  existing  military  code. 
They  constitute  no  criminality  to  be  tried  by  any  tribunal.  Hence  this 
system  of  appointment  is  liable  to  the  serious  objection  of  the  natural 


MILITARY    ACADEMY    AT    WEST    POINT.  225 

consequence  of  incompetency  from  ag:e,  as  well  as  from  other  cause, 
with  no  other  corrective  tiian  displacing  the  incumbent  by  executive 
will — a  means  not  likely  to  be  resorted  to  until  the  ellects  have  operated 
for  many  years  to  the  prejudice  of  the  institution. 

8.  The  advantage  on  the  other  hand  of  permanency  in  the  several 
professorial  chairs  is  uiupiestionably  very  great  to  the  institution,  so 
long  as  competency  is  maintained.  Aptitude  for  imjiaiting  instruction 
to  youth  is  a  rare  talent,  by  no  means  the  accompaniment  of  scientific 
attainment.  The  latter  is  more  common,  and  more  readily  commanded 
than  the  former,  and  a  combination  of  the  two  faculties  is  not  often  to 
be  found.  The  individual  possessing  both,  with  other  necessary  quali- 
fications, should  not,  under  any  system,  be  discharged  or  relieved  from 
a  professorship  by  limitation  of  periods  of  five,  ten,  or  more  years.  The 
system  of  permanent  appointments  has  the  great  advantage  of  enabling 
the  professors  to  keep  pace  with  the  advancement  of  science,  demanding 
perpetual  and  incessant  study  of  the  specialty  of  each  department  of  in- 
struction. So  great,  indeed,  are  the  changes  in  the  branches  of  science 
taught  here,  that  the  professors  can  only  call  to  their  aid  as  assistant 
instructors  the  graduates  of  recent  date,  who  may  have  profited  by  the 
study  of  the  last  editions  of  their  respective  texts.  To  fill  the  profes- 
sorships by  new  appointments  from  the  Army  every  ten  or  more  years, 
would,  I  concei\e,  be  very  hazardous,  and  by  no  means  calculated,  as  a 
rule,  to  insure  favorable  results. 

9.  The  four  chiefs  of  departments  of  instruction,  ai)pointed  from  the 
Army,  have,  as  a  general  rule,  been  selected  by  the  authorities  at  Wash- 
ington, unaccompanied  by  recommendation,  nomination,  or  advice  from 
the  institution.  They  are  liable  to  repeated  changes,  three  of  them  to  the 
rule  of  service  that  no  officer  shall  be  detached  from  his  company,  regi- 
ment, or  cori)s  longer  than  four  years. 

18.  While  this  rule  is  of  great  advantage  in  securing  perpetually 
young,  ambitious,  zealous,  and  capable  snhordinate  instructors,  it  is  not 
without  serious  inconvenience,  and  especially  so  in  the  case  of  the  chief 
of  a  dei)artment.  The  four  departments  so  organized  have  not  to  this 
day  a  matured  and  unchangeable  course  of  instruction  to  put  into  the 
hands  of  the  cadet.  Nor  can  the  institution  at  this  moment  profit  by 
any  instruction  or  experience  of  the  four  officers  who  have  filled  these 
stations  for  the  past  three  j-ears  and  more,  in  the  event  of  their  being 
relieved. 

11.  No  one  of  them,  or  of  their  several  assistants,  has  ever  had  time 
to  prepare  a  course  of  studies  on  any  one  of  the  subjects  taught  by 
them  ;  progress  has  been  made  by  many  of  them,  as  well  as  by  theiV 
predecessors,  yet  not  even  a  lithographed  text  has  as  yet  been  m  itured 
for  any  one  branch  of  their  respective  courses.  At  this  time,  one  of  the 
chiefs  of  these  departments  and  three  of  his  assistants  are  to  be  relieved 
under  the  rule  referred  to.  to  be  rei)laced  by  otherR  who  have  to  com- 
mence the  study  of  each  and  every  subject.  This  is  destructive  to  any 
permanent  or  satisfactory  course  of  instruction,  and  if  the  rule  be  thus 
indiscriminately  applied,  and  no  corrective  introduced,  it  will  forever 
prevent  these  branches  being  perfected  or  brought  to  any  approximation 
in  proficiency,  compared  with  the  departments  under  permanently  ap- 
pointe<l  professors. 

12.  1  am  decidedly  of  opinion  that  no  other  system  than  permanency, 
without  regard  to  any  fixed  period,  could  have  attainetl  su  ;h  results  as 
we  now  witness.  The  Executive,  uuder  existing  regulations,  can  at  all 
times,  as  has  heretofore  been  the  practice,  obtain  the  necessary  infor- 

S.  Mis.  3 1:* 


226  MILITARY    ACADEMY    AT    WEST   POINT. 

Illation  to  remove  incompetency  among  tbe  permanently  appointed  pro- 
lessors,  through  the  annual  visit  of  the  inspector,  as  provided  by  para- 
graph one  of  tiie  Academic  Ivegulations. 

1.'),  A  retiied  list  that  would  provide  for  long  continued  faithful  i)ro- 
fessorial  services,  in  connection  with  the  duty  of  the  inspector  and  War 
Department,  seems  to  be  the  only  reasonable  and  just  (;orrective  for  the 
disadvantages  of  i)ernianent  chiefs  of  <lepartments.  To  take  the  profess- 
or from  the  junior  ranks  of  any  staft" corps,  and,  when  incompetent,  return 
him  with  high  rank,  would  be  as  injurious  to  such  corps  as  leaving  him 
at  the  Academy,  at  the  same  time  that  it  would  do  great  injustice  to  the 
members  of  such  corps  as  had  encountered  all  the  vicissitudes  incident 
to  the  general  service,  together  w  ith  the  disparagement  of  being  ranked 
by  the  favored  professor,  who  had  never  gained  any  experience  in  his 
profession,  or  encountered  any  of  the  inconveniencies  attending  it. 

14.  I  consider  that  much  of  the  evil  arising  from  the  periodical 
changes  of  the  four  in.stmctors  may  be  obviated  by  their  i)rofessorial 
duties  being  restored  to  the  departments  organized  with  i)ermanent 
chiefs.  The  commandant  of  cadets  and  his  four  assistants  were,  until 
a  very  recent  period,  the  instructors  of  military  police,  administration, 
and  discipline,  and  tacticians  of  the  basis  of  an  army,  the  infantry  arm. 

15.  They  are  now  made  with  an  additional  assistant,  the  tacticians 
of  infantry,  artillery,  and  cavalry,  as  well  as  professors  of  four  branches 
of  instruction  transferred  (as  I  think  unnecessarily)  from  the  course  of 
military  engineering,  together  with  the  instruction  m  the  section  room 
of  the  tactics  of  the  three  arms,  and  with  veterinary  science;  thus  oc- 
cupying their  time  with  study  and  recitations,  instead  of  attending  to 
the  police  and  discipline  of  their  respective  companies  of  cadets. 

It).  The  entire  organization  of  this  branch  of  the  academic  stof'  has 
undergone  a  great  change  within  the  past  four  years,  its  duties  con- 
tinually increasing,  as  well  as  changing,  until  at  last  it  has  become 
such  that  no  otiicer  of  the  Army  can  be  expected  to  have  a  special 
knowledge  of  the  many  subjects  loruiing  his  course  of  studies  and  in- 
struction. 

17.  The  minutia  of  the  mere  manuals  and  drills  or  tactics  of  the  three 
arms  can  doubtless  be  mastered  by  the  officer  called  to  till  this  station, 
yet  we  cannot  expect  to  find  one  possessing  the  information  to  qualify 
liim  for  instruction  on  first  entering  upon  the  duties. 

18.  "When  it  is  considered  that  we  should  give  as  much  of  the  prac- 
tice of  these  three  arms  as  time  will  permit,  then  the  limit  of  general 
knowledge  of  an  infantry,  artillery,  and  cavalry  otBcer  ceases  to  be  a 
guarantee  for  the  specialities  of  such  practical  instruction,  and  in  like 
manner,  it  seems  to  me,  we  cannot  find  the  officer  of  one  arm  of  service 
(|ualified  as  an  instructor  of  army  organization  and  administration, 
equitation  and  veterinary,  outpost  duty,  strategy  and  grand  tactics, 
combined  with  all  the  preceding  qualifications.  I  do  not  believe  we 
ever  could  have  given  the  cadets  the  present  practice  of  artillery  and 
cavalry  under  such  an  organization. 

10.  The  artillery  cannot  rise  to  that  importance  the  national  inteiest 
demands  under  an  infantry  officer.  The  field  of  practice  in  this  arm 
alone  is  enough  to  call  for  all  the  energies  and  talents  of  the  ofticer.  In 
like  manner  the  cavalry  arm,  including  veterinar^^  science,  and  use  of 
its  special  weapons,  is  not  likely  to  be  improved  under  artillery  or  in- 
fantry officers.  W^e  have  a  remarkable  instance  of  a  cavalry  officer 
having  greatly  contributed  to  the  improvement  of  the  infantry  arm  by 
devoting  himself  thereto ;  but  that  is  an  exception  to  the  rule,  and  not 
to  be  expected  hereafter. 


MILITARY    ACADEMY    AT    WEST    POINT.  227 

UO.  1  would  recommend  that  the  instractiou  in  tactics  and  practice 
of  both  artillery  and  cavalry  be  assigned  to  special  instrnctors,  excei)t 
when  the  coiuniandant  of  cadets  is  an  artillery  otHcer,  when  he  shall 
have  charge  of  that  branch,  and  when  a  cavalry  officer  shall  have 
charge  of  that  branch. 

21.  In  addition  to  the  officers  and  professors  constituting  the  academic 
stall"  heretofore  referred  to  there  are  ten  assistant,  professors  and  in- 
structors provided  for  by  law,  and  nineteen  acting  assistant  professors 
and  instructors,  all  appointed  from  the  Army  by  detail,  liable  to  be 
relieved  at  any  time,  most  of  them  subject  to  the  rule  of  service  that  no 
officer  shall  be  detached  from  his  company,  regiment,  or  corps  longer 
than  four  years.  As  a  general  rule  these  officers  are  recommended  to  the 
(Superintendent  by  the  respective  chiefs  of  departments  of  instruction, 
and  by  him  to  the  inspector  of  the  Academy,  and  the  detail  made  by 
the  Secretary  of  War,  through  the  Adjutaut-Oenerars  Department. 
Several  unlavorable  restrictions  are  ])laced  upon  these  selections  ;  no 
one  can  be  taken  from  the  five  mounted  regiments  except  two  for 
cavalry  duty.  The  oflicers  in  Utah,  New  Mexico,  and  on  the  Pacific 
coast,  are  too  remote  to  b«'  available  in  time  to  enter  upon  their  duties 
at  the  commencement  of  the  academic  year.  The  (^nartermasters,  the 
(Jommissar.N's,  and  the  Ordnance  Departments  and  topographical  corps, 
as  well  as  the  Adjutant  (ieneraPs  Department,  have  seldom  been  enabled 
to  furnish  details  for  the  Academy,  although  repeated  and  renewed 
applications  have  been  made  for  the  known  talent  that  exists  in  the 
ordnance  and  topographical  cor|)s.  Of  the  four  artillery  regiments 
there  is  a  restriction  upon  the  mounted  companies,  added  to  which  is  a 
virtual  i)rohibition  of  all  the  adjutants  and  quartermasters;  thus  reduc- 
ing the  class  open  to  selection  to  a  very  limited  range.  The  corps  of 
engineers  and  artillery  have,  in  consequence,  been  compelled  mostly  to 
su|)ply  the  class  of  oliicers  now  under  consideration. 

L'li.  The  result  has  been  that  much  practical  talent  could  not  be  com- 
manded that  would  have  been  of  great  service,  and  enabled  the  insti- 
tution to  reflect  back  to  the  Army  the  benefits  of  such  experience. 

2'6.  This,  I  conceive,  admits  of  a  corrective,  by  enforcing  the  principle 
of  every  corps  in  service  furnishing  its  due  proportion  ou  the  requisi- 
tions as  now"  made,  so  far  as  competent  services  can  be  obtained.  It  is 
but  recently  that  the  institution  has  been  enabled  to  impart  any  of  the 
practical  knowledge  of  the  ordnance  corps  by  an  officer  of  rank  and 
experience  of  that  arm  being  assigned  to  the  department  of  ordnance 
and  science  of  gunnery. 

U4.  The  periodical  change  of  these  subordinate  officers  is,  in  the  main, 
favorable.  Consisting  mostly  of  the  younger  members  of  the  i>rofe8- 
sion,  it  keeps  up  the  military  spirit,  returns  to  the  Academy  the  prac- 
tice gained  during  the  periods  tliey  have  been  in  service,  and  returns 
to  the  Army  any  improvements  introduced  at  the  institution  during 
their  respective  details,  with  advancement  in  science,  and  general  mili: 
tary  knowledge  obtained  from  the  use  of  the  library.  Being  called 
upon  to  instruct  only  in  the  courses  they  were  taught  while  niembers 
of  the  Academy,  they  soon  become  capable  of  teaching  the  cadet,  and  at 
the  expiration  of  four  years  may  be  replaced  without  taking  with  them 
the  talents  and  means  of  improving  their  respective  departments,  which 
rests  with  the  pernmnently  appointed  professor. 

U5,  Were  these  numerous  instructors,  or  any  parr  of  them,  jK^ina- 
nently  detailed  or  installed  into  office,  there  wonld  l)e  no  siillicient 
stimulant  to  zeal  or  exertion,  and  in  time  the  magnitinle  of  an  indif- 
ferent and  superannuated  academic  staff  would   become  an  intolerable 


228  MILITARY    ACADEMY    AT    WEST    POINT. 

biudt'ii  and  iiuMibiis  u[)on  tlio  institution  in  wliich  favoritism  would 
doubtless  exhibit  its  baneful  infiucnco. 

-G.  Tlie  recuperative  j)o\ver  and  inlUience  of  receiving;  from,  and  re- 
turning? to,  the  Army  this  portion  of  the  academic  staff  is,  1  consider, 
one  of  its  superior  advantajjes  over  all  other  scientific  institutions. 

27.  Tiiere  is  an  important  and  very  desirable  modification,  however, 
that,  in  my  opinion,  should  be  made  to  the  Army  regulation  of  four- 
year  details  in  its  api)lication  to  the  Academy,  to  wit:  That  in  no  case 
should  more  than  one  olficcr  be  relieved  from  a  department  per  annum, 
unless  s})ecially  desired  by  the  chief  of  the  department  for  satislactory 
cause  assij^ued  to  the  Superintendent.  Last  year  nine  oflicers  were 
relieved  and  this  year  eight  are  to  be  relieved  under  this  rule  and  other 
cause. 

"Question  2.  Are  there  any  modifications  or  changes  in  the  mode  of 
conducting  the  annual  examinations  that  are  desirable?"' 

Answer  1.  The  time  spent  in  January  and  June  in  examining  the 
several  classes  in  the  various  subjects  that  each  and  all  have  been 
taught  during  the  academic  term  has  steadily  increased  with  the  increase 
in  the  number  of  subjects  taught  at  the  institution.  It  was  found  in- 
dispensably necessary  to  economize  this  time  taken  from  the  study  of  the 
course.  To  do  so,  the  last  arrangement  was  to  examine  the  tirst  class 
iu  June,  in  the  presence  of  the  whole  Academic  Board,  and  all  the  other 
classes  by  committees.  It  was  indispensable  the  whole  board  should 
hear  the  graduating  class  examined,  to  be  i)repared  to  sign  the  diplo- 
mas, in  conformity  with  the  requirements  of  the  law.  In  January,  the 
whole  board  is  required  to  examine  the  fifth  class,  that  it  may  recom- 
mend them  for  admission  as  cadets  previous  to  their  being  under  proba- 
tion. This  system  has  worked  in  every  respect  quite  as  satisfactorily  as 
the  previous  one,  which  required  the  whole  Academic  Board  to  be  pres- 
ent at  the  examination  of  every  class. 

2.  AVe  have  now  increased  the  number  of  subjects  to  such  an  extent 
as  to  consume  about  the  same  time  as  under  the  tirst  system,  and  some 
other  mode  or  expedient  is  desirable  for  saving  the  time.  So  far  as  my 
observation  extends,  the  relative  merit  of  the  members  of  a  class  is  iu 
a  great  measure  determined  by  the  summation  of  the  daily  recitations 
on  the  professor's  weekly  class  reports  made  to  the  Superintendent,  and 
the  deficient  members,  on  the  opinions  of  the  professor  and  his  assist- 
ants. In  some  subjects  this  is  iu  reality  the  only  real  grounds  upon 
which  to  form  a  judgment,  as  the  subjects  now  taught  are  not  all  com- 
l)rehended  by  each  and  every  member  of  the  Academic  Board.  It  is 
useless  from  this  consideration  to  exact  the  present  arrangement.  (See 
par.  61  and  02  of  the  Academic  Regulations.) 

3.  I  would  recommend  that  the  first  class  in  June,  and  the  lowest,  or 
probationary  class,  iu  January,  be  examined  in  presence  of  aud  by  the 
whole  board,  to  its  entire  satisfaction  ;  and  that  all  the  other  classes 
be  examined  by  the  Professor  and  his  assistants,  arranging  the  members 
in  the  order  of  merit,  and  reporting  all  doubtful  cases  of  proficiency  to 
the  Superintendent,  who  shall  cause  such  individuals  to  be  re-examiued 
by  and  iu  presence  of  the  whole  Academic  Board,  to  the  end  that 
the  action  in  these  cases  be  in  accordance  with  the  second  paragraph  of 
the  seventh  clause  of  paragraph  sixty-two  of  the  Academic  Regulations. 
While  this  arrangement  would  save  much  time  now  unprotitably  be- 
stowed on  examinations,  no  injury  or  prejudice  could  arise  that  I  can 
foresee,  and  the  time  thus  saved  in  January  aud  June  could  be  more 
profitably  bestowed  upon  the  studies  of  the  succeeding  courses — of  mil- 


MILITARY    ACADEMY    AT    WEST    POINT.  229 

itary  exercises  in  the  one  case  in  camp,  and  of  theoretical  instructiou  in 
the  section  room  in  the  other. 

"  Question  ^).  Are  there  any  modifications  or  changes  in  tlie  mode  of 
appointing  cadets,  and  in  the  (inaUfications  for  their  admission  that  are 
desirable  ? " 

Answer  1.  A  modification  in  the  system  now  practiced  in  appointing; 
candidates  1  consider  very  desirable,  j)rovided  it  shall  not  restrict  any 
young  man  possessing  the  legal  qmiUJications  from  the  benefits  of  the 
institution. 

2.  At  present  every  Congressional  district  has  secured  to  it  the  ap- 
pointment of  the  vacancy  therein  as  often  as  it  may  occur.  The  modi- 
fication I  would  propose,  is  to  secure  to  the  district  a  graduate  who  shall 
enter  the  Armij,  and  not  merely  a  youth  to  enter  the  Academy,  which  is 
now  the  case  in  uKiny  instances. 

3.  During  the  last  ten  years  104  candidates  failed  to  pass  the  examina- 
tion for  admission,  and  during  the  preceding  ten  years  sixty  failed  in 
like  manner.     Of  those  who  were  received  betv/een  the  years  IS-tL  and 

1850  oidy  -ili^  per  cent,  finally  succeeded  in  gaining  diplomas  ;  and  from 

1851  to  1800  51  per  cent,  succeeded. 

4.  The  number  of  candidates  for  admission  who  have  failed  is  much 
greater  during  the  last  five  years  than  at  au3^  former  period — being  78 
in  this  short  period,  while  it  was  164  in  the  twenty  years  above  re- 
ferred to. 

5.  The  Congressional  districts  retain  their  equality  of  benefits  just  in 
pjoportion  to  the  qualifiations  of  their  nominees. 

G.  The  following  arrangement  adopted   by  a  late  board,  of  which  the 
writer  was  a  member,  it  is  believed,  would  insure  more  favorable  re 
suits  to  the  Academy,  the  Army,  and  to  the  respective  States,  while 
it  would  materially  favor  the  cause  of  primary  education  throughout 
our  country  : 

"  Instead  of  one,  five  candidates  be  nominated  from  each  vacant  Con- 
gressional district,  to  compete  for  the  vacancy  before  an  examining 
board,  of  which  there  shall  be  one  for  each  State  or  Territory  from  which 
vacancies  are  to  be  filled.  This  board  shall  select  the  superior  one  of 
each  five  of  said  State  or  Territorial  candidates,  who,  if  found  proficient 
in  the  branches  of  study  required  by  law  and  regulations  for  admission 
to  the  Military  Academy,  shall  receive  from  the  board  a  certificate 
thereof,  which,  upon  presentation  to  ths  Superintendent  of  the  Military 
Academy  by  the  selected  candidate,  shall  admit  him  into  the  institution 
without  further  exumination  than  that  required  by  regulations  to  de- 
termine his  physical  qualifications. 

"Each  examining  board  to  be  appointed  by  the  President  and  to  con- 
sist of  three  members,  two  to  be  residents  of  the  State  or  Territory  from 
which  appointed,  and  the  third  an  officer  of  the  Army  who  has  gradu- 
ated at  tlie  Military  Academy,  and  each  of  said  boards  shall  hold  its 
examination  for  candidates  within  their  respective  States  or  Territories, 
at  such  time  and  place  as  the  President  may  direct. 

"The  cadets  'at  large'  being  appointed  by  the  President  from  no 
particular  State  or  district  to  be  examined  by  the  Academic  Hoaril  at 
West  Point,  as  at  present,  or  by  the  State  or  Territorial  board,  as  may 
be  directed  by  the  President." 

7.  These  exanunations,  held  annually  throughout  the  country,  would 
be  the  means  of  introduciug  the  black  board  system  of  instruction,  at 
the  same  time  that  the  teachers  in  the  neighborhood  would  readily  com- 
prehend what  was  required  for  admission,  would  prepare  their  pupils 
accordingly;  and  we  may  hope  that  at   no  distant  day  the  standard  of 


230  MILITARY    ACADEMY    AT    WEST    POINT. 

qiialiticalioiis  m:iy  in  coiisoiiui'iioc  bo  raised  to  include  ICii^lisli  <jrain- 
iiiar  and  the  fieofiiaphy  of  the  Uiiite«l  States.  ]f  attended  \\itl)  such  a 
result,  the  cause  ot  primary  education  will  have  l)een  much  benefited. 

"t^Juestion  4.  Are  there  any  uiodilications  or  (dianfres  that  are  desira- 
ble in  tlie  mode  ot  assi^niiiij  <,^raduated  cadets  to  diU'ereut  c()r[)s  in  the 
Army  ?'* 

Answer  1.  This  subject  will  be  best  understood  by  presenting  the 
tacts  connected  with  the  assi^^ninent?  and  appointment  into  the  Army  ot 
the  class  of  forty-one  members  that  fiiaduated  in  June  of  this  year. 

L*.  They  were  arranpjed  in  the  order  of  merit,  deduced  from  the  ag- 
gre<iate  merit  of  every  branch  of  study  and  conduct,  constitutiufr  the 
entire  programme,  each  subject  havitig  a  value  given  to  it  proportional 
to  its  i)resumed  influence  in  forming  the  niiiKl  ami  character  for  the 
military  pn)fessiou.  (See  paragraphs  Go  and  07  of  the  Academic  llegu- 
lations.) 

3.  Under  the  lOth  and  72d  paragraphs  of  the  Academic  Regulations, 
the  Acadeniic  Board  is  required  to  set  forth,  in  a  diploma  given  to  each 
n  ember  of  the  class,  the  several  corps  of  the  Army  for  which  such  in- 
dividual is  considered  to  be  qualified. 

4.  The  precedence  of  corps  to  which  the  Academic  Board  thus  recom- 
mends the  cadet  highest  on  the  general  merit  roll  was  for  a  long  series 
of  years  dependent  upon  the  judgment  of  the  Aciademic  Board,  and 
differed  in  its  ])ractice,  in  some  respects,  from  the  present  arraugement, 
which  is  in  conformity  with  the  orders  of  the  War  Department. 

o.  The  arrangement  or  precedence  of  corps  for  assignment  of  merit 
at  present  is  :  1st.  the  corps  of  engineers  ;  2d,  the  topographical  engi- 
neers ;  3d,  the  ordnance  corps;  4th,  the  artillery;  5th,  the  infantry; 
(ith,  the  dragoons;  7th,  the  mounted  rifles;  and,  8tb,  the  cavalry. 

0.  The  duty  of  the  Academic  Board  is  to  recommend  the  cadet  for 
one  or  more  of  these  corps,  as  considered  best  qualijied,  when  the  cadet 
is  privileged  to  make  his  selection  therefroai. 

7.  This  system  has  the  effect  of  allowing  the  highest  in  the  order  of 
merit  to  select  from  the  several  corps  of  the  Army,  while  the  lowest 
are  confined  to  a  few  arms,  and  not  permitted  to  enter  the  corps  first 
in  the  prescribed  order  of  precedence. 

8.  Of  the  class  that  graduated  in  June,  two  members  were  consid- 
ered qualified  for  each  and  every  corj)s  in  service ;  the  next  four  for  all 
corps  but  that  of  the  corps  of  engineers;  the  next  sixteen  for  all  but 
the  corps  of  engineers  and  topographical  engineers ;  and  the  other 
nineteen  were  confined  to  either  the  infantry,  dragoons,  mounted  rifles, 
orcavahy. 

9.  The  choice  of  the  first  two  members  of  this  class  was,  first,  the 
corps  of  engineers;  second,  the  topographical  engineers;  and,  third, 
the  ordnance.  Of  the  next  four,  the  highest  made  choice  of  ordnance, 
and  next,  topographical  engineers ;  the  next  of  topographical  engineers 
and  the  ordnance  ;  the  third  member  preferred,  first,  the  ordnance,  and 
then  topographical  engineers;  the  fourth  of  the  topographical  engi- 
neers, and  then  ordnance.  Of  the  next  sixteen  members,  thirteen  gave 
their  preference  to  the  ordnance  corps,  and  three  selected  infantry  ;  the 
second  choice  of  thisset  was,  eightfor  artillery,  four  for  the  mounted  serv- 
ice, two  made  no  second  choice,  and  two  for  infantry.  Of  the  nineteen 
last  members,  fourteen  gave  a  preference  to  the  infantry  arm  and  five 
to  the  mounted  service. 

10.  The  annexed  tabulated  list  will  show  at  a  glance  the  recom- 
mendations of  the  Academic  Board,  the  preference  of  the  whole  class, 
and  the  corps  to  which  they  succeeded  in  being  appointed.    It  is  to  be 


MILITARY    ACADEMY    AT    WEST    POINT. 


231 


remarked  that  no  member  of  the  class  made  tbe  artillery  arm  bis  first 
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.1 

11.  This  system,  in  my  opinion,  is  admirably  well  calculated  to  stimu- 
late the  student  to  the  greatest  exertion,  and  is,  indeed,  the  only  reward 
tl'.at  can  be  held  out  to  superior  talents  for  profiting  by  the  advantages 
of  the  Academy.  So  long  as  the  Academic  Board  is  true  to  itself  in 
not  allowing  any  cadet  to  pass  from  class  to  class  without  being  dulj- 
qnalitied,  and  grants  no  diploma  but  to  such  as  it  considers  qualified  for 
some  one  or  more  corps  of  the  Army,  and  that  its  decisions  are  sustained 
by  the  authorities  controlling  the  institution,  I  can  conceive  of  no  better 
mode  of  assigning  graduates  to  different  cori)S.  Any  change  that  would 
take  from  the  cadet  the  great  reward  now  held  out  to  him  for  superior- 
ity in  studies  and  conduct  would  be  a  serious  injury  to  the  Academy, 
leading  to  a  total  indifference  in  the  attainment  of  any  greater  pro- 
ficiency than  that  of  the  lowest  section  of  the  class. 

12.  While  it  is  desirable  to  have  the  highest  talents  in  each  and 
every  arm  of  service,  it  pannot  be  defied  that  some  arms  require  qual- 
ifications not  called  for  by  others,  and  that  some  of  the  qualifications 
are  common  to  all  arms.  My  opinion  is,  that  the  organization  of  this 
institution  for  our  country  is  decidedly  superior  to  that  of  anj"  of  the 
military  schools  of  Europe,  from  the  very  fact  that  we  prepare  the 
student  for  each  and  every  arm  of  service  ;  that  when  necessity  demands 
he  is  not  altogether  at  a  loss  to  command  under  any  circumstances. 
There  must  of  necessity  be  some  assignment,  and  this  being  done  as 
at  present,  although  not  always  insuring  to  any  corps  the  individual 
possessing  the  greatest  aptitude,  combined  with  conduct  and  studies, 
is,  noiwithstatiding,  in  my  judgment,  the  best  for  the  Aca.lemy  as  well 
as  for  the  Army. 

13.  While  the  arms  of  service  highest  in  academic  estimation  have 
to  sustain  a  share  of  the  lower  order  of  aptitude  and  acquirements,  by 
a  failure  of  the  rule  the  other  corps  become  the  gainers  in  having  mem- 
bers whose  career,  after  leaving  their  alma  mater,  has  shown  they  pos- 
sessed inherent  qualifications  to  fit  them  for  the  active  duties  of  their 


2o2  MILITARY    ACADEMY    AT    WEST    POINT. 

profession,  not  to  bo  ascertained  with  certainty  from  scholastic  exer- 
cises of  body  or  mind. 

14.  This  cliange,  from  the  condition  of  the  student  to  that  of  the 
]iriicti('ed  ollicer,  is  a  fortunate  circumstance  which  enables  the  Academy 
lo  bestow  its  rewards  on  just  and  equitable  fjronnds,  while  the  several 
corps  of  the  Army  certainly  receive  into  their  ranks  a  share  of  the 
characteristics  i)ecnliar]y  suited  for  their  duties. 

1."),  It  is  after  the  student  leaves  here  and  enters  upon  the  career  of 
an  otlicer  that  his  future  usefulness  is  developed.  All  are  considered 
as  haviiifj  a  jiXH^d  basis  on  which  to  build.  ]Jy  continued  study  and 
application  propcrli/  tlircctcd  only  can  we  hope  to  render  our  Army 
more  perfect  in  the  character  of  its  officers.  That  can  only  be  done  by 
continuinj;  to  bestow  incentives  to  exertion.  For  these  we  may  look 
to  promotion,  and  appointment  in  the  Adjutant-General's,  Quarter- 
master's, and  Subsistence  Departments,  upon  merit,  to  be  ascertained 
from  official  records  and  by  examination  in  the  practice  of  the  profes- 
sion of  arms. 

10.  Tliat  there  can  be  no  difficulty  in  the  Army  in  promoting  by  pref- 
erence determined  by  examination  is,  I  conceive,  clearly  demonstrated 
by  the  practice  of  the  Medical  Corps,  and  by  the  practice  at  this  post  of 
a  permanent  board  for  the  examination  of  candidates  for  commissions 
of  lieutenants  from  the  non-commissioned  officers  of  all  arms,  as  well  as 
examining  cadets  for  the  rank  of  lieutenant. 

17.  Another  great  stimulant  to  exertion  on  the  part  of  the  young 
officer  after  leaving  the  institution  would  be  an  intermediate  grade  of 
pay  between  that  of  the  cadet  and  a  lieutenant  of  three  years'  contin- 
uous service  with  his  regiment  or  corps.  The  increase  of  pay  should 
be  a  consequence  of  time  actually  spent  on  duty  with  the  regiment  or 
corps,  and  qualijications  ascertained  by  examination,  and  not  as  now,  of 
time,  depending  on  death  or  resignation,  and  occasionally  of  favoritism. 
It  should  be  the  policy  of  the  Army  to  let  the  inactive  and  drones  lag 
behind,  and  not  continue  through  life  to  have  precedence  over  talent 
and  superior  acquirements. 

A  more  general  and  comprehensive  idea  may  be  formed  of  the  result 
of  the  system  followed  in  assigning  the  graduates  to  the  several  corps  of 
the  Army  by  reference  to  the  following  statement  of  the  "  arms  of  serv- 
ice into  which  the  graduates  of  the  Military  Academy  were  originally 
promoted,"  between  1802  and  1S5U,  taken  from  Captain  Cullum's  com- 
pilations of  the  official  records  of  the  institution  : 

Infantry , , -  oS6 

Artillei  y , 573 

Corps  of  Engineers 89 

Dragoons 82 

Light  Artillery 49 

Ordnance  Corps , 30 

Topographical  Engineers 14 

Mounted  lliflemen 9 

Mounted  Kangers 5 

Kifies -.- .    ^  5 

Marines ....  5 

Other  service ,.-  2 

Total 1,449 

"  Question  5.  "Would  it  be,  in  your  judgment,  desirable  to  place  the 
first  or  graduating  class  on  a  different  footing,  as  to  restrictions,  priv- 


MILITARY    ACADEMY    AT    WEST    POINT.  233 

ileges,  military  duties,  and  emoluments,  from  the  rest  of  the  corps,  so 
that  during  the  last  year  at  the  Academy  they  should  be  in  a  transition 
state  from  the  warrant  to  the  commissioned  ollicer  ?  State  the  advan- 
tages and  disadvantages  of  such  a  modification,  and  give  your  views 
fully  on  each  side  of  the  i)roposition." 

Answer.  First.  1  am  decidedly  of  opinion  that  any  such  attempt 
would  not  only  be  impracticable,  but  fail  in  securing  either  well- 
trained  minds  or  an  approach  even  to  experts  in  any  branch  of  the 
military  profession.  The  great  end  of  the  Academy  is  to  train  the 
body  and  mind  to  think,  speak,  and  act  correctly,  and  in  the  way  best 
calculated  to  suit  it  for  the  military  profession.  Having  done  so  with 
youth,  the  transition  to  matured  mind  and  manhood  in  which  reliance 
can  be  placed  is  only  to  be  had  by  an  experience  with  the  active  aliairs 
of  life,  calling  forth  all  the  trained  talents  of  the  college,  to  be  used 
in  intercourse  with  tbe  more  learned  and  intelligent,  from  and  through 
whom  will  the  developments  of  the  individual  gradiially  attain  its 
proper  level.  It  is  not  by  any  system  of  one  or  more  years  at  any 
college  or  school  that  this  transition  state  can  be  advantageously 
passed.  No  C(*llegians  will  look  upon  those  of  a  year  more  in  age  and 
application  as  their  superiors.  The  cadet  will  continue  to  be  the  same 
character  in  the  estimation  of  his  companions  of  four  years'  acquaint- 
ance as  long  as  they  remain  under  pupilage.  They  cannot  command 
respect  for  their  opinions,  either  as  instructors  or  disciplinarians,  as 
long  as  they  remain  pupils  under  instruction  themselves.  Intrusting 
the  student  with  any  of  the  duties  of  the  officer  other  than  under  the 
present  system  of  pupilage  would,  I  conceive,  create  discord  and  dis- 
sensions highly  prejudicial  to  discipline  and  that  bond  of  friendship 
and  harmony,  the  striking  characteristic  of  the  institution,  and  most 
conducive  through  life  in  benetits  to  the  military  service.  So  far  from 
encouraging  such  a  system,  I  consider  it  the  wisest  policy  to  restrain 
as  much  as  possible  the  exercise  of  superiority  of  one  cadet  over  an- 
other, except  under  the  eye  of  his  instructor,  an  experienced  and  dis- 
creet officer  of  the  Army.  We  find,  from  a  long  course  of  practice  at 
the  institution,  that  a  selection  has  to  be  made  for  tilling  the  positions 
of  officers  and  noncommissioned  officers  of  tbe  battalion,  and  even  of 
academic  squad  marchers.  It  is  not  to  every  member  of  a  class  that 
these  duties  can  with  propriety  be  assigned.  Beyond  what  is  now  done, 
keeping  the  cadet  under  irupilacje  as  Jong  as  he  is  a  pupiJ,  I  do  not  believe 
in  any  shorter  road  to  manhood  and  its  responsibilities  than  in  outside 
associations  and  buffeting  the  world,  when  the  intellect  and  aptitude  of 
the  young  man  are  keenly  brightened,  if  he  possess  any  desire  whatever 
to  excel  in  his  profession,  whatever  turn  it  may  take. 

Second.  I  can  offer  no  argument  on  the  other  *ide  of  a  question  that, 
in  my  opinion,  has  but  the  one  now  presented. 

"  Question  6.  Are  there  any  defects  in  the  present  system  of  disci- 
pline; if  so,  in  what  do  they  originate,  and  how  should  they  be  reme- 
died?" 

Answer  1.  As  a  system,  I  consider  the  present  one,  on  which  the  dis- 
cipbne  of  the  institution  is  founded,  to  be  pre-eminently  wise  and  well 
calculated  for  training  a  young  man  possessing  only  the  (jualifications 
prescribed  by  law  for  admission  to  the  Academy.  It  has  served,  since 
18U,  to  create  for  the  Army  a  body  of  officers  that  compares  favorably 
with  that  of  any  European  army.  They  have  kept  pace  with  the  mili- 
tary profession  in  all  arms,  and  are  qualified,  when  called  upon  and  the 
occasion  offers,  for  the  discharge,  as  1  believe,  of  all  the  duties  the  nation 
can  expect  from  soldiers,  besides  discharging  many  duties  not  belong- 


'■l^-i:  MILITARY    ACADEMY    AT    WEST    POINT. 

injr  to  the  defense  of  tlie  country.  The  system  has,  at  the  same  time, 
fultilled  its  object  in  excliulin^  from  the  Army  the  indolent,  the  igno- 
rant, and  the  vicious,  which,  unfortunately  in  the  nature  of  things,  must 
at  times  exist.  1  consider  the  restraints  and  self-denial  exacted  of  the 
young  men  by  the  system  to  be  admirably  well  calculated  to  cultivate 
the  only  reliable  basis  of  military  dis(',i[)line,  to  wit,  method,  system,  and 
order  in  all  things,  lly  continued  enlorcement  of  the  system  for  four  or 
more  years,  it  in  most  cases  becomes  habitual,  and  is  introduced  through 
life  into  the  profession  of  the  graduate,  whatever  may  be  his  career. 

2.  In  its  details  1  consider  it  has  been  altered  occasionally  in  its  appli- 
cation for  the  worse.  These  particulars  come  under  consideration  in 
the  answer  to  a  succeeding  interrogatory.  An  impartial  and  strict  en- 
forcement of  its  provisions  by  all  the  authorities  connected  with  it,  con- 
stitutes its  success;  any  departure  therefrom  constitutes  a  defect. 

3.  The  changes  are  sometimes  prompted  by  self-interest,  and  a  desire 
to  gain  points 'j)romi)ted  by  over-zealous  and  anxious  desire  to  build  up 
one  branch  without  due  regard  to  all  others.  It  may  hapi)en  that  the 
authorities  do  not,  in  conse<iuencc,  receive  full  information. 

•i.  1  consider  it  would  be  a  wise  provision  of  law  that  the  code  of 
rules  and  regulations  for  the  government  of  the  acadeniy,  prescribed  by 
the  I'residenr  of  the  United  States,  shall  not  be  changed  in  any  of  its 
particulars  until  the  commencement  of  the  succeeding-  academic  year, 
Tifter  the  President  shall  have  promulgated,  in  orders,  his  alteratiou 
and  amendment  of  such  regulations.  This  would  greatly  conduce  to 
the  preservation  of  systematic  arrangements  in  carrying  both  the  pre- 
scribed discipline,  as  well  as  studies,  into  effect. 

o.  This  might,  with  propriety,  be  confined  to  a  time  of  peace  with  civ- 
ilized nations.  In  time  of  war  with  such  nations  the  welfare  of  the 
country  might  require  sudden  changes.  That  no  injury  could  arise  from 
such  a  jnovision  of  law  may  be  inferred  from  the  fact  that  since  1814 
the  published  code  for  the  government  of  the  Academy  has  been  revised 
but  four  times,  so  far  as  I  can  now  ascertain. 

"  Question  7.  Are  there  any  changes  m  the  regulations  or  adminis- 
tration of  the  Academy  which  would,  in  your  oi)iniou,  conduce  to  the 
better  preiiaration  of  the  cadets,  physically,  morally,  or  intellectually, 
for  the  duties  of  ofhcers  of  the  Army  '!     If  so,  state  what  they  are." 

Answer.  First,  physically,  the  climate  and  seasons  being  considered, 
the  regulations  in  general,  in  my  judgment,  as  they  now  exist,  best  con- 
duce to  the  health  of  body  and  vigor  of  mind  of  the  cadet. 

Drawing  the  line  of  demarkatiou  between  mental  and  physical  duties 
originally,  established  the  fundamental  j^rinciple  of  giving  the  entire 
period  of  the  encampment,  or  about  one-fourth  of  the  year,  to  outdoor 
life  in  camp,  exempt  from  study.  This  period  is  devoted  to  bodily* ex- 
ercises appertaining  to  the  soldier,  as  an  oflicer,  non-commissioned  offi- 
cer, and  private. 

During  the  other  nine  months  a  portion  of  every  week  day,  when  the 
weather  permits,  from  4  to  (»  p.  m.,  is  devoted  to  military  exercises. 
•  This  compels  the  student  to  take  wholesome  exercise  during  the  study 
term,  who  otherwise  might  by  a  sedentary  life  injure  his  health.  In  ad- 
dition to  the  above,  and  throughout  the  year,  every  Saturday  afternoon 
is  given  to  the  free,  unrestrained  enjoyment  of  rambling  through  the 
woods  and  over  the  rocks  of  the  surrounding  mountain  region,  on  up- 
wards of  li,OUO  acres  of  public  land. 

During  the  winter  season  the  climate  shuts  us  up  mostly  within  doors. 
The  military  exercises,  from  4  to  G  p.  m.,  are  then  suspended.  Ice, 
snow,  and  cold  render  it  impracticable  to  gire  instruction  out  doors. 


MILITARY    ACADEMY    AT    WEST    POINT.  235 

!No  Other  tuilitary  instruction  can  be  given  tlum  tiiat  of  riding  in  a  IimII 
built  for  tliat  purpose,  and  sword,  bayonet,  and  military  gymnastic  ex- 
ercises. At  this  period  the  hours  of  4  to  0  p.  ni.  are  given  to  the  cadets 
for  pleasurable  exercise  and  amusement  in  a  gymnastic  hall  open  to  the 
whole  corps,  and  of  skating  on  the  river  when  the  ice  justifies.  kSorae 
portions  of  the  corps  receive  exercise,  under  instruction,  in  riding  and 
fencing  with  the  bayonet,  foil,  and  broadsword,  in  a  hall  appro[>riated 
to  these  uses. 

This  system  I  consider  well  calculated  to  pioserve  the  necessary 
healthful  condition  of  the  cor[)S  of  cadets,  and  if  i)resevered  in  will,  I 
conceive,  fully  answer  all  that  should  in  reason  be  expected. 

Occasional  efforts,  arising  from  that  zeal  that  prompts  the  desire  of 
enlarging  every  branch  of  study  and  exercise  on  the  part  of  the  in- 
structor, who  is  too  apt  to  think  his  own  ac(]uirenients,  after  a  lifetime 
of  study,  should  be  the  standard  to  which  the  pupil  should  rise,  has  been 
the  means  of  departing  somewhat  from  those  established  principles. 

The  fascination  and  charm  for  the  horse  has  introduced  cavaliy 
tactics  during  the  hours  of  study  and  instruction,  between  8  a.  m.  and 
4  p.  m.  Adhering  strictly  to  the  principles  above  referred  to,  and  de- 
voting the  seasons  and  hours  as  stated,  will,  I  conceive,  continue  to  in- 
sure the  health  of  the  cadet,  with  all  the  practice  in  arms  that  should 
be  undertaken  at  this  institution,  where  the  training  of  the  mind  is  of 
l)arauu)unt  importance,  considering  the  material  received  that  has  to  be 
tit  ted  for  the  Army. 

It  is  only  to  preserve  a  just  equilibrium  between  study,  military  exer- 
cise, and  pleasure  as  a  preservative  to  health  and  mental  vigor  that  I 
can  suggest  any  modification  in  the  regulations,  which  would  be  to  admit 
of  instruction  in  riding  between  8  a.  m.  and  4  p.  m.,  but  confine  all  squad- 
ron drill  to  the  allotted  hours  of  4  to  6  p.  m.,  and  in  the  riding  hall  dur- 
ing the  winter  months,  so  far  as  practicable. 

MoraUy. — In  this  respect  I  fear  that  changes  have  been  ordered  in  the 
regulations  that  must  in  time  greatly  prejudice  the  moral  character  ot 
the  institution. 

From  the  publication  of  the  first  printed  Code  of  Regulations  estab- 
lished by  the  President  of  the  United  States  for  the  government  of  the 
Academy  down  to  1857  a  provision  existed  making  it  the  duty  of  "every 
professor,  teacher,  assistant  professor,  or  academic  officer,  as  well  as 
every  officer  stationed  at  West  Point,  who  is  knowing  to  any  violation 
of  the  academic  rules  and  regulations,  or  to  any  c/Z/we,  irregularity,  neg- 
lect, or  other  improper  conduct  of  which  a  cadet  has  been  guilty,  to 
rei)ort  the  same  without  delay  to  the  Sui)erintendeut ;  "  (see  paragraph 
120  of  the  Code  of  18-31  ;  paragraph  144  of  the  Code  of  1839  ;  paragraph 
151  of  the  Code  of  1853  ;)  which  coutinued  in  force  until  the  Code  of  1857, 
when  this  provision  was  entirely  abrogated  without  substitute  of  any 
kind. 

By  the  existing  Code  the  entire  discipline  of  upwards  of  l25U  young 
men  falls  upon  the  Commandant  of  Cadets  and  his  four  assistant  in- 
structors of  tactics.  Every  other  olticer  of  the  institution  miuj  now 
shut  his  eyes  to  violations  of  the  regulations  or  other  military  impro- 
l)riety. 

It  has  been  the  policy  of  the  governing  authorities  of  the  institution 
to  throw  open  to  view,  and  to  the  daily  walks  of  the  officers  and  i)rofes- 
sors,  as  much  of  the  public  grounds  as  practicable,  that  offenses  might 
not  be  committed  unobserved.  At  present  there  is  no  spot,  either  on 
the  point,  the  village  south  of  the  post,  or  over  the  river  (without  leave) 
where  the  cadet  may  not  be  guilty  of  acts  prejidicial  to  good  order  and 


23G  MILITARY    ACADEMY    AT    WEST    POINT. 

inilitaiy  (lisflpliiie  with  impunity,  nnless  by  cbance  some  one  of  the  five 
ullicers  of  tactics  should  see  him. 

This  i)hices  the  tactical  oflicer  in  an  odious  jKisition,  while  the  evil- 
doer is  encouraged  to  repeat  his  irrej>nlarities.  The  argument  I  have 
lieartl  used  is  that  the  etVect  of  the  previous  rejiulation  was  to  lessen  the 
instructor's  inlluence  with  his  pui»il.  The  answer  may  well  be  that  any 
instructor  who  has  not  the  moral  courage  to  sustain  himself  in  uphold- 
iug  virtue,  and  checking  and  ni)braiding  a  violation  of  established  dis- 
cipline, is  not  worthy  of  having  young  men  under  his  charge.  At  tliis 
time  the  argument  of  professional  inlluence  being  lessened,  applies  with 
c(|ual  force  to  tiie  live  oflicers  intrusted  with  the  discipline  of  the  corps, 
who  have  recently  been  made  to  attend  to  professorial  duties  in  the  sec- 
tion room,  as  well  as  other  instructors ;  and  no  good  reason  can  be  as- 
signed why  its  intlueuce  in  their  cases  should  differ  from  that  of  all  the 
others  who  are  exempt  from  noticing  improprieties. 

If  violationsof  theregulations,or  the  tendency  thereto,  be  unrestrained, 
fearful  advancement  will  be  the  consequeuce,  from  the  intlueuce  of  ex- 
ample, among  a  numerous  body  of  young  men  living  in  a  building  by 
themselves  without  the  counteracting  influences  of  the  family  circle. 

1  cannot  believe  any  parent  would  consider  the  moral  character  of  his 
son  properly  or  justly  cared  for  or  attended  to,  with  no  one  else  to  notice 
the  faults  and  errors  he  may  be  led  into  by  the  force  of  evil  example 
than  the  supervision  of  live  oflicers,  whose  duties  call  them  for  hours  to 
the  section  room,  leaving  the  corps  exempt  from  the  observation  of  any 
individual  connected  with  the  institution. 

It  must  be  distinctly  understood  that  no  system  of  espionage  or  seek- 
ing after  wrongs  is,  or  has  ever  been,  to  my  knowledge,  asked  of  the  pro- 
fessors and  instructors.  The  policy  of  the  institution  has  been  to  prevent 
improprieties  being  committed,  and  not  to  look  to  ^yimishment  of  the  evil- 
doer as  the  best  corrective. 

The  highest  standard  of  morals  is  to  be  secured  by  making  it  proba- 
ble that  wrong  cannot  be  done  unobserved  and  with  impunity.  "Teach- 
ing the  intellect  alone  is  insufficient  to  prepare  man  for  his  place  iu  so- 
ciety. We  must  form  the  principles  of  conduct  as  well  as  the  intellect, 
and  infuse  a  sense  of  moral  responsibility  "  based  upon  the  precepts  of 
Christianity. 

The  influence  of  example  is  so  powerful  that,  in  my  judgment,  the 
regulation  referred  to  as  existing  for  about  forty  years  should  be  re- 
stored to  the  code  for  the  government  of  the  Academy. 

There  is  another  principle  in  the  code  of  discipline  not  without  its 
influence  on  the  moral  effect  of  the  regulations. 

Paragraphs  113,  117,  123,  and  125  provide  that  a  cadet  shall  be  dis- 
missed the  service  for  violating- their  provisions.  But  the  question  arises  : 
Who  is  to  inflict  the  penalty  ?  The  Secretary  of  War  may  very  justly 
demur  and  call  for  legal  proof  of  criminality  ;  but  the  regulations  ema- 
nate from  the  War  Department  as  the  organ  of  the  President.  There 
is  no  other  power  than  the  Secretary's  that  can  execute  these  provisions 
of  the  code.  Courts-martial  are  bound  by  the  articles  of  war,  sentence 
according  to  that  instrument,  and  are  not  governed  by  any  code  of  reg- 
ulations iu  awarding  punishments. 

Paragraphs  IIG,  118,  and  122  are  modifled  to  obviate  this  dilTiculty. 

Another  class  of  ofl'euscs  for  which  punishment  is  prescribed  by  the 
code  of  discipline  iu  paragraphs  115,  IIG,  120,  and  121,  can  only  be  in- 
flicted by  sentence  of  a  general  court-martial.  Many  of  these  oti'euses 
could  with  propriety  be  acted  upon  by  the  Superintendent  under  the 
milder  authority  vested  iu  him,  or  by  a  garrison  court  martial.     These 


MILITARY   ACADEMY    AT    WEST    POINT,  237 

inconsistencies,  and  even  impracticabilities,  may  bo  obviated  by  adojit- 
ing  the  pliraseolo^y  of  paragraphs  111  and  130,and  subserve  the  etlects 
of  discipline  e(]ually  as  well. 

Another  provision  in  the  regulations  T  conceive  has  a  tend(-ncy  to 
counteract  a  good  moral  intluence.  The  formation  and  study  of  conduct 
has  from  the  earliest  period  of  the  institution  been  as  much  a  study  as 
any  other  part  of  a  cadet's  duty.  Deficiency  in  cowhictor  study  is  ascer- 
tained and  determined  by  the  Academic  Board  (seventh  clause  of  the 
G2d  paragraph),  and  the  consequences  prescribed  in  the  last  clause  of 
the  same  paragraph — paragraphs  05  and  09  place  it  on  the  same  grounds 
as  any  branch  of  study. 

During  the  first  two  years  of  his  jnipilage  a  cadet  is  being  practi- 
cally instructed  in  the  course  of  conduct  expected  of  him  ;  this  does  not 
enter  into  his  standing  for  general  merit,  but  on  returning  from  the 
usual  furlough  granted  at  the  expiration  of  two  years  he  then  enters 
upon  the  atudy  of  conduct  as  one  of  tlie  elements  of  merit  to  be  rewarded 
when  granting  the  diploma.  Its  relative  value  is  given  in  paragraph 
(37  of  the  regulations,  and  is  one-half  of  that  assigned  to  either  mathe- 
matics, philoso])hy,  or  engineering.  It  must  be  observed  that  for  bad 
conduct  a  cadet  may  be  dismissed,  and  for  good  conduct  is  permanently 
rew^arded.  Hence  the  necessity  of  strict  justice  in  ])reserving  the  record 
in  its  application  to  every  cadet.  Now,  one  of  the  regulations  says: 
"  Whenever  a  cadet  shall  be  tried  for  an  offense  by  a  court-martial, 
the  demerit  marks  for  such  ofiense  shall  be  canceled."  The  Superin- 
tendent seldom  asks  the  interposition  of  courts-martial,  and  never 
when  the  regulations  and  discipline  can  be  maintained  without.  A 
violation  of  paragraphs  111,  112,  114,  122,  129,  130,  and  187  may 
be  punished  by  a  court-martial  or  by  the  Superintendent.  If  of  that 
aggravated  character  as  to  call  for  the  action  of  the  court,  the  conduct 
record  is  canceled.  If  i)unished  by  the  Superintendent,  the  conduct 
record  is  preserved.  Thus  the  minor  offense  is  made  to  count  in 
awarding  merit;  while  in  the  aggravated  case  it  must  be  lost  sight  of. 
This  may  become  a  reward  of  vice,  to  the  prejudice  of  virtue,  and 
is,  I  conceive,  immoral  in  its  effects  and  tendencies,  and  should  be 
chauged. 

In  a  military  point  of  view  I  consider  appeals  to  the  Academic  Board 
by  cadets,  against  the  decision  of  the  commanding  officer,  authorized 
by  the  same  regulation  (such  board  being  composed  of  his  juniors,  and 
subordinate  to  his  command),  to  be  inculcating  a  wrong  principle. 
No  commander  can  with  pro|)riety  preside  at  a  board  of  his  juniors 
to  decide  upon  the  orders  such  commander  may  have  given.  The 
former  regulations,  i)aragraphs  280,  289,  and  13i,  are,  1  consider,  bet- 
ter calculated  to  uphold  discipline  and  guard  against  any  wrong  or 
injustice. 

Another  difficulty  connected  with  this  regulation  is  that  correction 
by  the  Superintendent  for  improprieties  that  may  not  be  admitted  by 
the  cadet  to  be  correct  remain  open  to  appeal  until  the  end  of  the 
month.  No  punishment  can,  with  proi)riety,  be  awarded  by  the 
Superintendent  so  long  as  this  appeal  can  be  entertained,  and  there  is 
a  possibility  of  the  rej)()rt  not  being  sustained.  At  this  time  the  diffi- 
culty is  increased  by  all  appeals  for  irregularities  since  the  1st  of  flune 
being  suspended  until  the  end  of  August,  when  tiiey  are  to  be  (considered 
by  the  Academic  Board. 

Intellect  ua  1 1  y.— This  branch  of  the  seventh  interrogatory  will  form  a 
part  of  tlje  answer  to  the  eighth. 

"Questions.  Should  the  course  of  instruction  now  pursued  at  the 


238  MILITARY    ACADEMY    AT    WEST    POINT. 

Ac:ul<'iiiy  Ih»  oiilar^'cd  in  any  of  its  departments;  and  if  so,  in  which, 
and  to  what  extent  shonhJ  it  be  enhuged  f 

Answer.  In  answering  this  (juestion  I  confine  myself  to  the  existing 
term  of  a  five  years'  course  ol  instruction.  Tlie  existing  programme 
undei  went  a  scrutinizing  examination  by  a  board  of  which  1  was  a 
member  during  the  early  part  of  this  year.  The  progran)me  drawn 
up  by  that  board  I  consider  the  best  for  a  five  years' course  that  has  as 
yet  eome  to  my  knowledge.  It  omits  some  subjects,  brings  others  to- 
gether for  the  study  of  a  class  that  were  before  taught  to  several 
classes,  and  divides  the  time  systematically,  according  to  the  conceived 
importance  of  the  subjects,  giving  to  Spanish  a  greater  portion  of  time 
than  now  devoted  to  it,  and  calls  for  more  attention  in  ))ractically' 
illustrating  and  teaching  the  subjects.  1  annex  a  copy,  which  can  be 
best  understood  by  comparing  it  with  the  existing  five  years'  course. 
For  me  to  explain  the  whole  would  re(]uire  more  time  than  1  appre- 
hend the  Commission  would  consider  advantageous.  Instead  of 
enlarging,  it  prunes,  cuts  down,  and  reduces  the  whole,  compared 
with  the  present  course  for  five  years,  thus  enabling  a  more  thorough 
acquisition  of  what  is  retained. 


MILITARY    ACADEMY    AT    WHST    POINT. 


239 


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•SSV'IO  ISMW 


MILITARY    ACADEMY   AT    WEST    POINT.         *  243 

'♦  Question  0.  Is  sufficient  time  allowed  the  cadets  to  become  pro- 
ficient in  the  course  of  study,  theoretical  as  well  as  practical,  laid  down 
in  the  programme  of  instruction  ?  If  too  much  time  is  allowed  to  what 
extent  should  it  be  curtailed  ;  if  too  little,  how  luuch  shoukl  it  be  ex- 
tended, and  what  modifications  would  be  introduced  by  the  proposed 
reductions  or  extensions  !  " 

Answer.  The  existing  five  years'  programme  of  studies  is  burdened 
with  so  great  a  variety  of  subjects  that  time  cannot  be  allotted  to  each 
to  admit  of  the  systematic  arraiigement  of  studies,  such  that  the  cadet 
can  attend  to  them  in  successiou,  as  he  is  necessarily  called  upon  to 
recite.  During  the  past  term  the  subjects  of  ordnance  and  gunnery 
and  those  of  the  chemical  department  were  embarrassed  in  this  way, 
the  latter  to  such  a  degree  as  to  call  forth  a  request  from  half  the  class 
that  it  might  alternate  in  time  of  recitation  lo  put  them  on  an  equal 
footing,  as  time  for  preparation. 

Some  members  of  the  respective  classes  j)Ossessiug  great  aptitude 
can  acquire,  in  the  time  now  allotted,  the  studies  of  the  five-years' 
course,  but  as  a  general  rule  I  do  not  consider  them  thoroughly 
grounded,  or  that  they  acquire  such  a  knowledge  of  the  programmes  of 
the  many  subjects  taught  as  to  make  a  useful  application  of  them  be- 
yond the  traiuing  and  exercise  that  the  study  gives  to  the  mind,  and 
to  this  extent  it  is  of  great  importance.  Upper  sections  of  tli'e  class  do 
acquire  such  a  thorough  knowledge  as  to  be  enabled,  under  capable 
commanders,  on  leaving  here  to  make  a  good  use  of  the  sciences  taught 
them,  while  others  have  such  a  foundation  as  to  be  enabled  lo  persevere 
in  study  and  make  their  talents  useful. 

The  evidence  of  this  want  of  thorough  preparation  ami  comprehen- 
sive knowledge  in  many  of  the  sections  of  tlie  several  classes  is  percep- 
tible on  an  examination  of  the  weekly  class  reports  of  the  professors  to 
the  Superintendent,  giving  the  <laily  recitation  of  every  cadet.  Next, 
that  the  lower  sections  in  mathematics  in  both  the  five  and  four  years' 
]>rogramnies  have  time  to  ac(iuire  on/?/  onehalloU  what  is  taught  the 
u{)per  sections.  Next,  in  a  similar  state  of  things  in  the  philosophical 
department,  and  whicli  I  cannot  betier  ex|)ress  than  in  tlie  language  of 
the  professor  of  that  branch  in  his  statement  to  the  late  board,  before 
referred  to,  to  wit:  That  '•  each  text  contains  an  appendix,  in  which  is 
wrought  out  the  more  difficult  results  of  analysis;  results  which  the 
student  mu.stknoic  in  ordei-  to  complete  the  se<juence  of  his  subject.  But 
the  labor  of  the  analysis  f  )rms  no  part  of  his  task.  With  the  exception 
of  a  few  propositions,  the  higher  fn-ctions  aie  required  to  {)erform  the  an- 
alysis in  the  boily  of  each  text,  while  the  lower  .sicfions  ave  relieved  from 
a  very  large  portion  of  if,  in<leed  all  the  more  difficult ;  pains  have  beea 
taken  to  translate  every  mathematical  result  of  importan(;e  into  ci)mmou 
language,  so  that  a  student  who  is  icilling  to  take  for  granted  what  he 
has  not  the  aiud.vtical  power  to  demonstrate,  may  lead  the  work  under- 
standingly."  (?)  "Thecoaise  requires  much  lime  for  study  and  reflec- 
tion. To  the  beginner,  it  jMesents  ideasat  variance  witii,  oltentimes  op- 
po>ed  to,  his  previous  popular  notions,  an<i  diseusses  phei.oimenaof  vvhicli 
\.\\^^  rationale  is  dipcnlt  of  contpiehension.  By  extraordinary  exertions 
young  meu  wnj/,  by  what  is  called  the  process  of  'stuffing,'  acquire 
enough  of  a  subject  to  pass  a  respectuhU:  examination,  and  yet  derive 
neither  profit  nor  l(  sling  imprtiveinentfroin  its  stndg,  and  this  is  one  of 
the  evils  of  the  present  times.  Young  meu  are  driven  as  it  were  over 
extensive  fields,  at  a  rate  whicii  leav«'S  iheui  no  sufficient  tiuie  to  get 
beneath  the  surface,  and  the  aims  of  edmtalion  are  thus  defeated.  N  »r 
IS  the  Academy  tiee  from   tins  reproach.     I  have  oiten  liad  occasion  to 


244  •  MlLllAUV    ACADExMV    AT    WE.ST    POINT. 

icondtr hoir  \n\\t\\so{'  my  own  {!l:issi's/u(^/ //o/Zc//  throui/li  tlicir  iimtlieimitics, 
and  .vi't  was  aide  to  ivcall  that  (lie  eNaininationot  these  same  i)ui)iLs  had 
l)revionsIy  .sali.sfial  mo  of  their  ctitire  proficienc!/.  Tliis  beiiij;  true  of 
iiiathematies,  one  of  the  best  and  thorou}j;h  courses  of  the  institution,  it 
is  th)ulnless  so  of  others,  and  no  doubt  so  of  my  own."  This  statement 
of  the  professor,  in  achljtion  to  the  weekly  class  reports  of  his  sections, 
is  evidence  that  the  cadet  does  not  become  prolieient  in  the  third  year's 
course  of  study.  Tiiat  it  is  so  in  tiie  fourth  aiMl  tifth  year  (tlrst  and 
second  classes)  is  shown  l»y  the  correspon(lin<;-  fact  tiiat  but  the  npper 
sections  can  coiiipiehend  paits  of  the  (tourse  tauj^ht  by  tlie  i)rofessor  of 
enjiineerin^-,  the  liist  sec-tion  only  atteinptiufj  the  pro<>ramme  of  applied 
mechanics,  and,  as  must  be  admitted,  because  they  are  not  proticient 
in  tiie  litth,  fourth,  and  third  years'  courses  to  a  useful  degree.  Now, 
it  is  not  a  <iuestion  of  how  much  time  will  secure  this  end.  The  apti- 
tude does  not  exist  in  the  <;euera]ity  of  minds  to  justify  this  effort  of 
teaching  any  one  brrinch  of  science  exclusively  by  the  analytical  method 
of  demonstration.  It  is  considered  a  grave  error  even  in  the  French 
schools  of  application,  and  to  be  best  corrected,  as  I  believe,  by  adopt- 
ing the  views  of  ihe  board,  heretofore  referred  to,  on  the  subjects  of  nat- 
ural phiiosoi)hy  and  civil  engineering,  in  the  programme  prepared  by 
it. 

As  a  further  evi<len<'e  that  tlie  existing  five-years'  course  does  not 
render  the  ca(U'ts  piolicient  to  the  extent  that  was  anticipated,  is  the 
fact  that  under  it  a  Itss  percentage  of  cadets  have  graduated  than 
under  the  i)ret.'etling  or  four  years'  course.  During  the  years  1857, 
1858,  and  1851),  less  than  half  the  class  attained  a  proficiency  to  receive 
a  diploma,  and  this  year  but  one  more  than  half,  while  in  1851,  1852, 
1853,  1851,  and  1855,  niore  than  half  graduated.  Since  1855,  the  initia- 
tory examination  has  rejected  eighty-five  candidates,  when  during  the 
preceding  five  years  only  nineteen  were  rejected.  The  only  just  infer- 
ence is,  that  the  remaining  material  in  the  classes  from  1855  to  the  pres- 
ent date  was  much  better  from  being  more  thoroughly  sifted,  and  yet. 
with  the  advantages  supposed  to  exist  in  prolonging  the  term  a  year, 
we  do  not  succeed  in  qualifying  as  many  for  diplomas. 

Taking  the  course  of  instruction  as  it  exists,  nothing  appear?  to  have 
been  gained  in  proficiency  ;  indeed,  with  this  increase  of  a  year,  we 
should  have  done  better,  but  failed  todoso,  notwithstanding  the  courses 
of  mathematics  and  })hilosophy  have  remained  much  the  same. 

The  modifications  I  would  introduce  are  given  in  the  programme  for 
a  FiYE-YEAKS'  course,  if  that  be  determined  to  be  most  expedient,  or  in 
the  programme  for _/"o<o- v/ao-.v  annexed,  in  which  the  modifications  in 
the  philosopliical  and  engineering  courses  noted  in  the  five  years'  pro- 
gramme are  to  be  followed. 

The  total  number  of  cadets  who  graduated  previous  to  increasing  the 
l)rogramme  of  studies  to  fire  years  is  1,770,  731  of  whom  had,  up  to 
1850,  filled  distinguished  positions,  or  held  official  stations  in  civil  life — 
the  fruits  of  a  programme  of  instruction  not  exceedir'g  four  years'  du- 
ration of  studv. 


MILITARY    ACADEMY    AT    WliST    POINT, 


245 


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MILITARY    ACADEMY    AT    WEST    POINT.  24T 

This  four  years'  programme  (with  a  slight  modification  increasing  the 
Spanish  course,  changing  the  system  of  instruction  in  philosophy,  and 
transferring  ordnance  and  gunnery  to  the  third  class)  was  matured  by 
the  Academic  Board  in  185S.  Oii  the  3()th  of  August  of  that  year  the 
professor  of  philosophy  (Bartlett)  offered  to  the  board  a  resolution  to 
the  effect  that  "  the  Academic  Board  having  carefully  considered  the 
letter  of  the  Secretary  of  War,  dated  August  19,  and  of  the  chief  engin- 
eer, dated  August  23,  and  in  view  of  the  experience  of  the  board  iu 
reference  to  the  matter  therein  submitted  for  their  action,  are  of  opinion 
that  the  best  interests  of  the  Academy  will  be  promoted  by  a  return  to 
a  four  years'  coarse.  The  professor  of  chemistry  (Kendrick)  moved 
that  this  resolution  be  referred  to  a  committee  of  three  for  consideration. 
If  the  committee  be  in  favor  of  the  resolution  it  will  prepare  a  programme 
for  a.  four  years'  course.  If  approved  it  will  report  the  reasons  in  full. 
Also,  that  the  letters  of  the  Secretary  of  War  and  of  the  chief  engineer 
be  referred  to  said  committee."     Which  motion  was  unanimously  adopted. 

On  the  4th  of  September,  1858,  "the  committee  appointed  under  the 
resolution  of  the  30th  of  August,  1858,  submitted  the  following  as  the 
conclusions  to  which  they  arrived  after  careful  consideration  of  the  sub- 
jects committed  to  them  :  1.  The  committee  recommend  the  substitution 
of  a  course  of  studies  iov  four  years  in  place  of  the  present  course  of  Jive 
years.  LJ.  The  committee  submit  for  consideration  and  recommend  the 
adoption  of  the  annexed  programme  of  studies,  «S;c.,  for  the  course  of 
four  years.-^ 

"  On  the  7th  of  September,  1858,  after  reading  the  foregoing  report,, 
the  Commandant  of  cadets  (Lieutenant  Colonel  Jlardee)  moved  that  the 
ayes  and  noes  be  taken  upon  the  question  of  adopting  the  resolution 
presented  by  the  professor  of  philosophy  (Bartlett)  on  the  30th  ultimo, 
recommending  a  return  to  a  four  years'  course,  which  was  agreed  to. 
When  the  vote  on  the  resolution  was  taken,  and  stood  in  favor  of  it, 
(ayes)  8,  against  it  (noes)  2.  The  professors  of  drawing  (Weir)  and  of 
ethics  (French)  voting  in  the  negative." 

"The  programme  presented  by  the  majority  of  the  committee  for  a 
four  years'  course  was  then  discussed,  amended,  and  unanimously  adopted., 
The  report  of  the  majority  of  the  committee  was  then  unanimously 
adopted  as  the  sense  of  the  Academic  Board.  The  professor  of  mathe- 
matics (Church)  moved  to  reconsider  this  vote,  which  was  unanimously 
agreed  to.  The  ])rofessor  of  engineering  (Mahan)  then  moved  to  amend 
the  majority  report  of  the  committee  by  striking  out  the  last  three  lines 
on  page  beginning  '  in  closing  their  report,'  &(;.,  and  the  first  eight  lines 
on  page  ending  with  the  words  '  sojourn  of  the  cadet  at  the  Academy,' 
and  substituting  the  following,  viz  :  '  In  closing  their  report  the  com- 
mittee deem  it  an  act  of  justice  to  those  of  the  present  members  of  the 
Academic  Board  who  concurred  in  the  views  repeatedly  urged  by 
boards  of  visitors  *  *  *  respecting  certain  deficiencies  in  the  re- 
quirements of  many  of  the  individuals  admitted  into  the  Academy,  and 
recommended  as  a  means  of  supplying  them,  a  resort  to  a  course  of 
studies  of  five  years,  to  state  their  action  was  jiartly  based  upon  deference 
to  opinions  emanating  from  such  high  autliority  and  paitly  upon  the 
hope  that  an  acknowledged  want  might  be  supplied.  *  »  *  The  trial  of 
thisi)lan  (five  years'  course),  as  far  as  it  has  been  carried  into  effect,  has 
satisfied  these  members,  and  others  of  their  colleagues,  that  the  benefits 
hoped  for  from  it  have  not  been  realized,  and  that  detrimental  consequences 
of  a  graver  character  have  resulted  from  it  than  they  had  been  led  to 
anticipate.  They  therefore  feel  bound  to  declare  their  convictions  that 
to  persevere  further  in  this  experiment  would  not  only  aggravate  these 


248  MILITARY    ACADEMY    AT    WliST    POINT. 

c'onscfiuont'cs,  but  prove  destructive  to  tlint  feature  of  sound  and 
thoroui/k  iiistnictioii  which  has  b  'eu  the  peculiar  boast  of  the  Acad- 
emy, and  has  secured  for  it  whatever  favor  it  has  met  with  frouj  the 
country.'  ♦♦#«#« 

*'This  elimination  and  substitution  in  the  majority  report  of  the  com- 
mittee ?f(j.s-  unanimovsli/  nf/rci'd  to. 

«' The  professor  of  i»hil(>sophy  (Bartlett)  then  offered  the  following 
resolution,  viz :  Jicsol red,  That  the  amended  report  of  the  con)mittee 
appointed  under  the  resohition  of  the  Academic  Board  of  the  30th 
ultimo  be  adopted  as  the  sense  of  the  Academic  Board.  AVhich  was 
adopted — ayes  V,  noes  1.  (The  professor  of  ethics  voting  in  the  nega- 
tive.") 

Such  was  the  action  of  the  Academic  Board  in  favor  of  the  four  years^ 
programme  now  i)reseuted,  with  the  modifications  o'f  the  Superintendent 
belore  referred  to, 

9.  (Continued.)  "  Should  it  be  reduced  in  any  of  its  departments  ; 
and,  if  so,  in  w))ich,  and  to  what  extent?  Should  any  subjects  not 
taught  be  introduced;  and,  if  so,  what  are  they,  and  to  what  extent 
should  they  be  pursued  ?  Should  practical  training  in  any  of  the  de- 
partments be  extended  ;  and,  if  so.  in  which,  and  to  what  extent  f 

The  answer  to  the  previous  jiart  of  this  question  embodies  the  reduc- 
tion I  woidd  propose  in  parts  of  the  existing  five  years'  course  in  detail. 
Xo  new  subject  is,  nor  do  I  thiidv  should  be,  introduced.  Practical 
training  should  ho.  perfected  within  the  limits  of  time  allotted  by  the  pro- 
grammes just  referred  to. 

"Question  10.  ^Vhat  yiodifications,  if  any,  are  desirable  in  the  mode 
of  instruction  pursued  in  the  different  departments  ?" 

In  the  department  of  philosophy  I  have  already  referred  to  a  mate- 
rial change  in  the  mode  ot  imparting  a  knowledge  naturally  and  ex- 
perimentally, as  required  by  law,  whereby  every  student  may  acquire 
a  comi)rehensive  knowledge  of  every  branch  ;  all  the  facts  being  de- 
monstrated, so  far  as  the  eye  and  a  lecture,  with  suitable  apparatus,  in 
connection  with  a  text,  can  make  the  subject  understood.  Tliis  suffices 
for  most  arms  of  service.  Yet  there  are  subjects  that  cannot  be  treated 
experimentally  and  geometrically,  calling  for  analytical  investigation, 
])articularly  useful  to  some  corps  of  the  Army.  To  attain  this  end,  and 
at  the  same  time  cultivate  the  higher  analytical  investigation,  Bart- 
lett's  ]\Iechanics  and  Astronomy,  or  other  texts  treating  these  subjects 
analytically,  should  be  studied  by  as  many  members  of  the  class  as 
may  be  Ibund  qualified  therefor  after  completing  the  previous  coarse. 
It  is  time  thrown  away  to  attempt  to  teach  the  ivhole  class  by  the  ab- 
stract system  of  analysis,  while  time  may  be  gained  and  better  devoted 
to  onlnance  and  gunnery-  the  same  year,  by  suppressing  Bartlett's  Ana- 
lytical Optics  and  Acoustics,  which,  whenever  require<l  by  the  officer, 
can  be  mastered  with  little  study  by  the  talent  that  must  necessarily 
exist  in  the  mind  of  any  officer  who  may  be  called  upon  to  apply  these 
subjects. 

la  the  mode  of  instruction  in  composition  I  would  recommend  that 
pointed  out  in  the  ]>r(>gramme  of  the  Board  heretofore  referred  to,  as  far 
l)referable  to  the  one  now  practiced;  which  latter  cannot  be  satisfac- 
torily carried  out. 

Under  the  existing  regulations  professors  claim  that  in  no  case,  and 
by  no  arrangement  of  subdivision  of  classes  into  sections,  can  they  be 
required  to  instruct  i)ersonally  any  one  section,  and  that  their  duties 
are  only  supervisory,  with  partial  instruction  disseminated  throughout 
the  class. 


MILITARY    ACADEMY    AT    WEST    POINT.  249 

Alllionjili  llie  forty-second  paragraph  roqnires  tlie  professor  to  iji- 
striict  all  tlie  sections,  it  is  contended,  and  has  been  ordered  to  read  as 
sai)ervisory  or  general  instruction,  and  not  particular  instruction  to  the 
best  students  (whose  talents  tuay  call  for  the  highest  professorial  abil- 
ity), combined  with  general  or  supervisory  instruction  of  t'.ie  others. 

The  forty-fifth  paragraph  says  that  every  ])rofessor  having  immediate 
charf/e  of  owe  or  wore  sections  of  a  class,  &c.  Notwithstanding  these 
provisions  the  interpretation  has  been  ordered,  at  tl-.e  instance  of  some 
of  the  professors,  thsU  their  duty  is  general  and  supervisory,  and  that 
no  one  of  them  can  be  called  upon  to  take  iuimediate  charge  of  the 
highest  section,  an<l  conduct  it  to  its  highest  limits  of  attainment,  but 
that  such  superior  intellect  must  be  assigned  to  bis  assistant,  and,  as 
a  consequence,  to  one  who  cannot,  in  the  nature  of  things,  be  equally 
qualihe(l. 

One  of  the  inconveniences  of  such  an  interpretation  aiul  application 
of  the  regulation  is  to  make  more  assistants  necessary  from  the  Army  ; 
another  is  exemplified  by  the  fact  that  during  the  academic  year  this 
subject  was  being  examined  by  the  Superintendent,  there  were  no  less 
than  ei(jht  hundred  and  ei(jltti/-two  days  of  leaves  of  absence  by  mem!*.'rs 
of  the  academic  staff,  no  one  of  which  was  granted  until  the  chit-i  of 
the  department  had  said  he  could  dis'pense  with  the  service  for  lue 
period  of  absence  requested.  In  these  8S2  d;iys  are  not  included  leaves 
for  less  than  twenty-four  liours,  which  would  add  materially  to  the 
number.  The  usual  leave  of  two  months  and  a  naif  to  the  members  of 
the  Academic  Jioard  during  the  encampment  is  also  an  additional  pe- 
riod ot  relaxation. 

x\  reference  to  the  Code  of  1831,  paragraphs  50,  53,  and  55,  and  to 
the  Code  of  1839,  paragraphs  45,  48,  51,  and  52,  which  continued  in 
force  to  March,  1853,  will  show  the- long  continued  policy  of  re<iairing 
the  ])rofessor  to  instruct  the  highest  taiiMir,  and  give  his  personal  su- 
pervision to  the  others,  in  the  Code  of  1853  the  duties  of  instruc- 
tion by  the  professors  was  first  changed,  requiring  the  assisfant  pro- 
fessors and  instructors  to  teach  the  sections,  which  sections  shall  be 
subject  to  the  daily  examination  of  the  professor.  (Paragraph  45.) 
Finally,  in  the  Code  of  1857,  the  one  now^  in  force,  the  regidations 
were  modified  as  cited.  (See  paragraphs  41  and  45.)  Yet  the  jnactice 
of  1853  to  1857  has  been  restored  at  the  instance  of  some  of  the  pro- 
fessors. 

I  can  but  believe  that  the  best  interests  of  the  institution  require  that 
every  i)rofessor  shall  be  the  daily  instructor  of  the  highest  talents  of 
the  class  or  first  section,  and  give  his  sui)ervisory  and  occasional  io- 
struction  to  every  other  section,  as  was  done  from  1814  to  185;>,  and  to 
which  system  several  of  the  present  professors  owe  their  stamiing. 

"Question  11.  What  modifications,  if  any,  are  desirable  in  the  order 
of  time  in  whicii  instruction  in  the  difierent  departments  is  given,  and 
iu  the  subjects  taught  in  these  departmenls  ?■' 

Answer.  The  programmes  for  both  a  four  and  a  five  years'  course, 
heretofore  referred  to  and  annexed, give  all  the  details  of  these  aiiange- 
ments,  in  the  order  in  which  the  several  subjects  should  succeed  each 
other,  the  one  being  preparatory  to  the  other.  Natural  philosophy  and 
chemistry  must  necessarily  come  before  ordnance  and  gunnery.  Sul- 
phur, niter,  charcoal,  and  all  the  material  used  in  the  laboratory,  must 
liave  been  taught  by  the  chemist  before  the  student  commences  ord- 
nance and  gunnery.  In  like  manner,  chemistry,  mineralogy,  and  geol- 
ogy must  come  before  civil  and  military  engineering,  that  the  student 
may  understand  the  subiect  of  mortars,  hydraulic  cements,  stone,  iron, 


250  MILITARY    ACADEMY    AT    WEST    POINT. 

and  other  bniltling  material — natural  philosophy  being  an  indispensable 
acquisition  lu'lorf  all  these,  excein  the  chemical  course,  which  may  be 
^tiHlit'd  at  the  same  time. 

In  the  (W'i>artnu'nt  of  drawing:  Landscape  drawiiifj,  being:  based  upon 
an  application  of  descriptive  jieometry,  must  necessarily  1k»  tauj^ht  alter 
that  luaneh,  while  topoj^raphieal  drawin<,s  Iteing  based  upon  simple  hor- 
izontal projections  and  surveying:,  should  follow  these  latter  two  sub- 
jects. Jjandscape  drawing  from  nature,  whether  out  doors  or  in  the 
studio,  is,  in  n)y  judgment,  one  of  the  best  studies  to  cultivate  a  close, 
discriminating  coup  (VdU  and  accuracy  of  details  that  can  be  attended 
to.  Tojjographical  drawing  is,  like  writing,  a  knowledge  and  skill  in 
making  arbitrary  characteristic  signs  and  symbols,  while  landscape  is  a 
close  study  and  delineation  of  nature  and  the  realities,  as  we  see  things 
in  perspective,  and  must  be  learned  after  the  student  has  gained  a 
knowledge  of  the  application  of  descriptive  geometry. 

In  like  manner,  i)ractical  astrononiy  must  succeed  its  theory  in  the 
philosoi>hical  course,  and  its  practice  may  very  advantageously  be  in- 
troduced during  its  study,  as  well  as  during  the  encampment,  when  the 
season  is  most  favorable. 

Practical  engineering,  in  part,  may  precede  the  theory — the  making 
of  gabions,  fascines,  and  the  like,  being  applicable  to  artillery  as  well 
as  engineering.  Tracing  of  field  works,  cSbc,  in  miniature,  on  the  ground 
must  succeed  the  theory  of  field  fortification. 

All  these  details  have  been  consi<lered  in  the  programmes  for  four 
and  five  years,  except  that  of  drawing,  in  which  the  undersigned  finds 
himself  differing  with  his  colleagues  on  the  i)recedence  of  topographical 
and  landscape  drawing — the  result  of  more  consideration  since  that  pro- 
gramme was  devised. 

"Question  12.  How  many  hours  daily  are  apportioned  to  the  cadets 
of  each  class  during  the  different  seasons  of  the  year — 1,  for  stud}^  in 
each  branch  ;  2,  for  recitation  in  the  section  room  in  each  branch  ;  3,  for 
IJractical  application  ;  4,  for  military  exercises  ;  5,  for  meals'?" 

Answer.  In  answer  to  these  questions,  I  annex — 

First.  A  tabular  statement  showing  the  occupation  from  morning  to 
night  of  a  cadet  of  each  class. 

Second.  A  table  showing  the  branches  studied  by  each  class,  and  the 
hours  devoted  to  each  in  the  section  room  and  practical  application. 

Third.  A  statement  of  time,  estimated  by  the  several  professors  and 
instructors  to  be  necessary  for  acquiring  the  daily  lessons  in  their  re- 
spective departments. 


MILITARY   ACADEMY    AT    WEST   POINT. 


251 


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MILITARY    ACADEMY    AT    WEST    POINT. 


253 


Tabular  statement  of  lime  estimated  hij  professorx  and  instructors  as    necessary  for    a 
cadet  to  study  i)roi)erly  each  lesson. 


Branches. 


No.  of 
hours. 


In  qiiartera. 


From  aiul  tn  what  periods  stndied. 


First  class. 

Civil  and    Military    En^i- 

neoriuff 

Mineralogy  and  Geology.. 


Law  and  Literature 

Ordnance  and  Gunnery 

Second  class. 

Ethics,  Literature,  Logic, 

&c  - :...  ....i 

Tactics  of  Infantry,  &c 

Tacticsof  Artillery,  &c . . . . 
Tactics  of  Cavalry  and  Vet- 
erinary Art...  1 ' 

Electrics  and  Chemistry. . . ; 

Third  class. 

Natural  and  Experimental 

Philosophy 

French 

Spanish 

Spanish 


0.30 
2.30 


Fourth  class. 


Jlathematics 

Klietoric  and  Hi.story. 
French 


Fifth  class. 


ilatheinatics 

Literature,  History,  Geog- 
raphy, and  Ethics 


Daily September  1  to  June  1. 

Every  other  day  ,  September  1  to  end  of  second  week  in  Decem- 
ber, and  last  three  weeks  of  May,  for  review. 

do September  1  to  June  1. 

do October  1  to  end  of  lirst  week  in  December, 

and  from  January  15  to  April  1. 


Everv  other  day 

do ■.. 

do 


September  1  to  June  1. 
Do.  do. 

Do.  do. 


do. 
do- 


Do. 
Do. 


do. 
do. 


4  Daily September  I  to  June  1. 

U  Every  other  day  [  September  1  to  December  31. 

1.30  ..   ..    do ...I  Do.  do. 

1.30  Daily January  15  to  June!. 


3.  45  j  Daily September  1  to  June  1. 

0.30      Every  other  day  1  Do.  do. 

2  Daily '..  Do.  do. 


Daily September  1  to  June  1. 

do 1  Do.  do. 


EXAMPLE. 

h.  m. 

A  member  of  the  first  class  has  for  study 7    0 

And  in  section  room 2  50 


He  must  devote  to  the  .seetiorfroom 2  50 

And  iu  (juarter.s  for  study,  as  called  for  by  I)rofos80r3 6    0 


Leaving  for  correspondeuce,  newspapers,  and  inattention 


A  member  of  the  senond  class  has  for  study 6  10 

And  in  section  room 3  40 

He  must  devote  to  the  Kcction  room  3  40 

And  in  tiuarters  for  study,  as  called  for  by  professors 5  3i) 


Leaving  for  correspondence,  newspapers,  &c 


A  member  of  the  third  class  has  for  study .' 6  30 

And  in  section  room 3  30 

He  must  devote  to  the  .section  room 3  30 

And  in  (luarters  for  study,  as  called  for  by  professors 7  30 

Or  he  must  devote  one  hmir  more  tiiue  than  he  is  allowed  for  the  latter  duty. 

A  member  of  the  fourth  class  has  for  study 7    0 

And  in  section  room 2  50 

He  must  devote  to  the  section  room 2  50 

A  nd  in  (luaiters  for  study,  as  called  for  by  professors 6    0 

Leaving  for  corrtspondcnce,  newspapeis,  &c 


h. 

tn. 

9 

50 

8 

50 

1 

0 

<) 

10 



40 

10 

0 

11 

0 

8  50 
1     0 


254  MILITARY    ACADEMY    AT    \VEST    POINT. 

h.  in.      h.  m. 

A  niMnWr  oftht^fi/lh  eUiss  Iihs  for  study 7  30 

And  in  Hcclion  room 2  30 

10    0 

llo  must  dovotP  to  tho  noctlon  room 2  30 

Anil  ill  (luartcrs  fur  study,  as  cnlled  for  by  professors 5    0 

7  30 

I.tMiying  for  corrcspondtMico,  iiewspaprrs,  &c 2  30 

"Question  13.  Is  there  any  iiulication  of  overwork  or  weariness  of 
study  anionjj  the  cadets,  in  tlie  section  rooms  or  exaniination  halls?" 

Answer.  In  the  section  rooms  1  have  had  no  opportunity  of  noticing 
any  eftect,  one  way  or  the  other — not  frequenting  them  sulliciently  to 
form  any  judjjment  on  the  subject.  In  the  examination  halls,  and  on 
Sundays  in  the  chapel,  when  I  have  an  opportunity  of  seeing  the  fifth 
and  first  classes  in  the  one  case,  and  many  individuals  of  other  classes 
in  the  other,  1  notice,  towards  the  close  of  an  academic  term,  a  pallid 
and  careworn  expression,  indicative  of  great  mental  application.  In 
the  examination  hall  it  is  very  apparent ;  and  equally  striking  is  the 
rapid  change  in  the  robust  appearance  of  the  graduates  on  returning 
to  the  Academy  after  a  few  months'  absence. 

"Question  14.  Have  you  any  modifications  or  changes  to  suggest  not 
embraced  in  your  answers  to  the  foregoing  questions  respecting  the  or- 
ganization, discipline,  and  course  of  instruction  that  would,  in  your 
opinion,  conduce  to  the  Ijctter  accomplishment  of  the  objects  of  the 
establi>"«hment  of  the  United  States  Military  Academy  ?" 

Answer.  The  departments  of  Spanish,  and  history,  geography,  and 
ethics  require  some  modification  to  establish  them  on  the  advantageous 
footing  of  the  other  peimanent  i)rofessorships.  Spanish  is  dependent 
at  present  upon  the  professor's  ability,  with  such  assistance  as  he  can 
draw  from  the  Army,  in  which  there  is  but  little  knowledge  of  that  lan- 
guage, and  of  that  which  does  exist  not  available  for  instruction  at  the 
institution.  An  assistant  professor  should  be  authorized  by  law  in  such 
way  that  he  may  be  taken  from  the  Army  as  all  other  assistants,  or  from 
civil  life.  Such  was  the  system  under  which  we  have  been  enabled  to 
build  up  the  dei)artment  of  French,  to  have  arrived  at  such  proficiency 
that  no  ditiiculty  exists  in  finding  in  the  Army  all  the  assistants  needed 
for  its  interests  at  this  institution.  More  time  should  then  be  given  to 
the  subject.  In  the  department  of  ethics  the  burden  of  many  subjects, 
in  no  way  api)ertaining  to  the  clerical  profession,  are  thrown  upon  it. 
An  enumeration  of  the  subject  will  sutiice  to  show  that  no  gentleman 
whose  standing  as  a  clergyman  should  be  expected  to  prepare  courses  of 
study  adapted  to  our  wants  in  relation  to  tiieni;  they  consist  of  Kent's 
Commentaries,  I)e  Hart  on  Courls-iNlartial,  Kules  and  Articles  of  War, 
Weber's  Outline  of  Universal  History,  Declamaticm  ami  C()mposition, 
Whately's  Logic,  Wayland's  Elements  of  Moral  ScieiKU',  Tennemaun's 
History  of  Tliilosopliy,  Sargent's  Elocution,  Blair's  llhetoric,  Parker's 
Aids  to  English  Composition,  Morse's  Geography,  Euilion's  Grammar, 
Fren(;h's  Vocabularies,  Ilogei's  Thesaurus  of  English  Words,  French's 
Practical  Ethics,  French's  Prefixes  and  Sufiixes. 

The  remedy  m;iy  l)e  found — first,  in  reducing  the  niimi)er  of  subjects, 
and  as  indicated  in  the  four  and  five  year  outlines  of  study  presented 
with  this  communiitatioii  ;  and  next,  in  giving  to  this  department  an 
additional  assistant  professor  (by  law),  who  shall  be  charged,  in  con- 
nection with  the  present  assistant,  with  subdivisions  uf  the  subjects, 
to  remain  under  the  permanent  supervision  of  the  chaplain,  whose 
specialty  should  be  moral  science  and  language.  I  njust  not  omit  to 
state  that  programmes  of  courses  of  study,  such  as  I  now  present,  can 
only  be  perfected  to  work  without  interference  t)y  the  aid  and  assistance 
of  some  of  the  members  of  the  Academic  Board. 


MILITARY    ACADEMY    AT    WEST    POINT.  255 

Second  series. 

"Interrogatory  No.  1.  What  modifications,  if  any,  of  tlie  ])resent 
mode  of  assiffninjj  cadets  of  the  United  States  Military  Academy  to 
corps  or  arms  wonhl,  in  your  opinion,  he  better  adapted  to  the  purpose 
of  secnriug  to  each  branch  of  the  service  the  highest  special  qualifica- 
tions, and  to  the  Arniy  the  greatest  efficiency?" 

Answer.  This  question  I  have  fully  answered,  as  I  believe,  and  to 
the  efiect  that  no  better  mode  than  the  present  can  be  desirecl  for  as- 
signing cadets  to  corps  or  arras;  but  after  having  been  assigned  sug- 
gestions are  presented  connected  with  their  future  efficiency. 

"  Interrogatory  No.  2.  To  what  extent,  if  at  all,  would  it  be  advis- 
able, in  your  opinion,  to  require  officers  to  serve  in  different  corps  or 
arms?" 

Answer.  INly  impression  is  that  officers  of  all  the  corps,  usually  denom- 
inated staff  corps,  would  be  greatly  benefited  and  enabled  todisciiarge 
their  respective  duties  by  serving  with  different  arnis.  For  example: 
An  engineer  officer  can  design  and  construct  barracks  and  all  their 
appendages  after  being  in  a  garrison  and  witnessing  the  wants  of  the 
individual  much  better  than  without  such  ex|)erience.  In  like  man- 
ner he  can  construct  a  casemate,  a  gallery  for  infantry  fire,  or  a  draw- 
bridge, much  better  after  witnessing  the  practice  of  artillery  in  the 
former,  and  use  by  the  troops  of  the  latter,  than  without  such  obser\  a- 
tion.  The  ordnance  officer  can,  after  witnessing  the  use  of  the  gun 
carriage  in  casemates,  in  barbette,  and  in  siege,  mortar,  and  field  bat- 
teries, understand  much  better  ttie  existing  defects  and  necessary  rtine- 
dies  tiaan  without  such  oi)i)ortnnities  ;  so  in  relation  to  the  designing 
and  fabricating  all  the  harness  for  siege  and  field  batteries,  and  the  en- 
tire cavalry  equipment.  I  consider  that  service  for  a  limited  period, 
with  troops  in  use  of  such  equipment,  would  materially  tend  to  the  im- 
provement of  all  the  details  and  fitness  of  the  entire  armament. 

The  topographical  engineers  serving  with  troops  in  the  field  would 
contribute  greatly  to  his  ability  in  procuring  and  sketching  the  iiiloi- 
mation  indispensable  for  a  command  of  a  moving  column  of  troops  or 
supplies,  an<l  military  localities.  A  record  of  the  topograi)hy  of  any 
route  passed  over  by  the  troops,  in  small  as  well  as  laige  bodies,  filed 
where  it  could  be  accessible  to  the  commanders  of  posts,  quartermas- 
ters, adjutants-general,  and  inspectors  general,  would  materially  assist 
in  traiitiug  the  giaduate  of  the  a(;ademy  to  duties  that  are  indispensable 
to  the  military  service.  The  qnartermasteis  an<l  commissaries  can  best, 
as  I  think,  perform  their  duties  by  having  served  with  troops  of  infantry, 
cavalry,  and  artillery  in  the  field  and  garrison.  The  officers  of  the 
Adjutant-(ieneral's  Department,  as  well  as  the  inspectors-general,  in 
like  manner  can  best  understand  the  wants  of  tiie  troops,  and  be  enabled 
to  draw  up  the  detailed  instructions  for  their  movement,  after  serving 
with  the  diflVrent  arms.  In  short,  ic  is  the  iuu)ps  in  garrison  and  in  the 
field  for  whom  all  the  corps,  usually  denominaied  staff  corps,  are  con- 
stantly laboring  to  render  efficient,  ^\'itllout  having  experience  of  their 
habits,  customs,  the  face  of  the  country,  and  various  circumstances  in 
which  tlu'ir  services  are  called  into  action,  the  members  of  these  staff 
corps  must  act  without  experience  as  a  j;ui«le.  Next  to  being  stationed 
and  serving  wnli  i  <  ons,  duties  of  in>i)eclii)n  cuntribnte  most  to  the  im- 
provement ol  tin-  .. nicer. 

No.  3.  "Do  iiM  v.|;i(liiates  of  the  Uiiiti'd  States  Miiitary  Academy, 
so  f.ir  as  jon  kuow  or  believe,  geiieially  pursue  tlieir  pKifVssional  studies 
after  enteiing  ilieir  resi)ective  cor[)s ;  andean  you   suggest  a   methcd 


256  .MILITARY    ACADEMY    AT    WEST    PUlNT. 

wbicb  would,  in  your  opinion,  lifither  stinmlate  to  useful  iMuiilation  and 
protVssit)nal  iinpiovt'inont  anioiifi  the  junior  otticers  ?  " 

Answtr.  Ol  the  ollieers  of  my  own  corps,  the  topon;rai)hical  corps,  and 
the  ordnance  cor|)s,  1  have  personal  knowledfje  of  continued  study,  and 
accumulation  *)t  professional  kiu)wlc(ljic  in  their  respective  arms;  and 
ill  like  manner  I  liave  such  a  knowlcoye,  conlined  moic,  however,  to  in- 
dividuals of  the  artillery,  inlV.iitry,  and  cavalry,  arisiiiji;  from  not  be- 
in^-  thrown  st)  mu(rh  on  duty  with  them.  For  the  otlicers  of  the  corps 
ol  cn^inct'is,  topo<iraplii(;al  engineers,  and  artillery,  collectively.  I  have 
impoited  numi'roiis  piofessional  hooks  from  iMi.opc,  and  frecpuMit  ap- 
plication in  beinj;  made  to  me  by  ollicers  (Aditfcrent  cor|is  for  informa- 
tion obtainable  at  this  post.  The  means  of  makiii<j  professional  study 
{general,  by  rewards  ami  preferment,  have  been  referred  to  in  a  previous 
part  of  this  communication. 

All  of  which  is  res|)ectfullv  submitted. 

EIOFJAltD  DELAFIELD, 
Colonel  of  Engineers^  ISup't  Militari/  Academi/. 

West  Point,  August  l.'J,  ISfiO. 


v. 

West  Point,  Auf/ust  i;i,  18G0. 
Sir:  I  have  the  honor  to  present  the  following  replies  to  the  list  of 
questions  submitted  through  you.  I  regret  that  my  answer  has  been 
delayed  by  sickness  and  sorrow,  as  well  as  by  desire  both  to  deliberate 
on  measures  recommended  and  to  condense  what  was  becoming  too 
voluminous. 

Very  respectfullv,  vour  obedient  servant, 

J.  W.  FKFNOH, 
Professor  of  Ethics,  d-c,  LI.  S.  31.  A. 
Lieut.  J.  C.  Ives, 

Secretary  U.  S.  M.  A.  (\>m)nissio)i. 


1.  The  subjects  are  in  three  divisions.  The  first  is  occupied  with 
lauf/un(je,  the  second  wntli  facts,  the  tliird  with  principles  of  ritjltt.  In 
the  first  division  are  grammar,  logic,  and  iiHEiORiC;  in  the  second, 
GEOGRAPHY  and  HISTORY  ;  iu  the  third,  ethics  and  LAW. 

In  stating  the  amount  of  instruction  1  beg  permission  to  anticipate, 
and  so  simplify,  some  portions  of  the  answers  to  subsequent  questions. 

Grammar  occupies  the  whole  of  the  first  term  of  the  fifth  class;  it 
lias  tifty-hve  lessons. 

Etymology  precedes.  Of  its  two  divisions — that  which  regards  w^ords 
apart  from  the  sentence  has  twenty-three  lessons.  Words  are  studied 
in  theirderivation,  their  form,  their  sense.  The  process  by  which  deriv- 
atives are  drawn  fiom  radicals  by  the  addition  of  prefixes  and  suffixes  is 
shown  in  selected  specimens.  The  laws  for  the  derivation  and  composi- 
tion of  English  words  are  thus  learned  :  The  understanding  of  the  pro- 
cess is  simplified  by  a  tabidar  arrangement  devised  by  the  professor  and 
communicated  orally.  The  pupil  tlius  learns  how  to  define  words  ety- 
mologieally.  He  is  then  left  to  apply  the  process  for  himself  to  the 
other  woids  of  the  language.     For  tliis  purpose  there  is  left  iu  his  hands 


MILITARY    ACADEMY    AT    WEST    POINT.  '2o7 

a  vocabiilaiy  of  lMi<;lisli  words  ana iijjpd  accordiiiji'  to  tlicii'  (U'livatioiis. 
This  |ii()(!t'ss  and  the  voc.nhnlary  are  essentially  needed  by  those  who 
liave  not  studied  Ijatin  and  Greek.  Tl)e  knowhMJjie  tiius  ac(|Miied  from 
(lerivation  is  appluMl  to  show  the  jjrinciples  of  spellinj;  and  pronuncia- 
tion. To  illustrate  these  priiu'iples  by  examples  the  leainer  lias  a  second 
vocalndary  of  words  arrani>ed  accordinji'  t<;  teiininations.  This  at  pres- 
ent is  limited.  The  same  knowledge  diawn  from  derivation  is  then  ap- 
l)lied  to  the  i)rocess  of  composition  in  a  sim{)le  sentence.  The  subject 
is  given,  and  the  i)redicate  with  synonyms  for  each.  He  thus  learns  the 
structure  of  the  sentence  and  the  various  verl)al  forms  in  which  one  propo- 
sition may  be  expiessed.  The  proc-ess  having  been  exhib'ted  in  a  few 
selected  examples,  the  leanuT  is  lefr  to  apply  it  Ihro'igh  his  course  by 
meaus  of  a  third  vocabulary  of  words  arranged  ac^cording  to  their  sig- 
nifications. The  whole  of  this  part  is  taught  maiidy  by  practice  in 
written  examples,  tlie  principles  being  few  and  simple.  These  latter,  iu 
the  present  condition  of  the  text-bouks,  are  for  the  larger  portion  given 
orally. 

The  ordinary  difficulties  found  by  the  mature  learner  in  school  gram- 
mars are  now  removed.  The  i)ractice  which  has  taught  him  how  to 
frame  the  sentence  skillfully  for  comi)Osition  has  \)i ought  him  to  the 
basis  ot  grammatical  theory — the  sentence.  Prei)ared  to  follow  the  ukmu- 
ing  tiirough  all  verbal  substitutions  he  can  avoid  the  hin(leran(!es  ro  in- 
telligent parsing.  Accordingly,  he  passes  on  to  syntacti(!al  etymology, 
syntax,  and  prosody.     These  have  thirty -two  lessons. 

This  whole  coarse  in  the  tirst  term  is  the  study  of  the  English  lan- 
guage as  j)reparatory  to  composition,  to  rhetoric,  and  logic,  totheacipii- 
sitioii  of  French  and  Spanish,  and  to  correct  expression  generally  in  the 
exeicises  of  this  and  of  all  the  departments. 

To  promote  this  correctness  a  copy,  of  the  standard  dictionary  is  on 
every  instructor's  desk  and  in  every  pupil's  room.  Constant  reference 
to  the  standard  in  every  case  of  doubt  is  demanded. 

Logic  includes  the  subdivisions  of  terms,  propositions,  syllogisms,  and 
method.  The  latter  teaches  how  to  investigate  and  arrange  subji'cts. 
Logic  has  sixteen  lessons.  From  a  textbook  of  Whately's,  the  essen- 
tial statements  under  these  subdivisions  are  selected ;  the  rest  of  the 
instruction  is  supplied  by  the  professor. 

This  subject  is  now  taught  to  the  second  class  before  they  enter  on  the 
couise  of  moral  and  [)robable  reasoning  required  by  ethi(;sand  law. 

IviiETORio  includes  two  portions.  These  are,  rhetoric  i)roper  and  lit- 
erature. It  occupies  the  fourth  class — the  first  portion  in  the  tirst,  and 
the  second  in  the  second  term  of  that  class.  The  text-book  is  that  of 
Blair.  The  chapters  on  language  are  omitted,  as  the  subject  has  beeu 
included  under  grammar.  A  few  other  eliminations  being  made,  the 
remainder  is  taken  in  a  series  of  short  lessons.  As  the  matter  cannot 
fill  the  hour  of  recitation,  the  pupils  read  aloud  for  a  part  ot  the  time, 
and  the  instiuctor  corrects.  The  reason  for  such  light  lessons  in  an  easy 
subject  is  that  the  class  have  two  other  studies.  The  principal  purpose 
is  not  to  tax  the  attention,  but  to  cultivate  the  taste.  This  is  to  be  at- 
tained by  good  models  and  good  rules.  The  retntations  being  thrice  ia 
the  week,  there  are  twenty-five  lessons  in  the  first  and  thirty  in  the 
second  term. 

The  applications  of  rhetoric  to  military  composition  are  presented  in 
lectuies  by  the  i)rofessor  to  the  tirst  class  in  its  second  term,  just  before 
its  members  graduate. 

These  subjects  embrace  the  studies  which  are  based  on  language. 

Geography  is  studied  by  the  fifth  class  in  its  second  term.  It  has 
S.  Mis.  3 17 


258  MILITARY    ACADEMY    AT    WEST   POINT. 

fifteoti  l('«;sons.  The  text-book  is  tli;it  of  IMorso.  the  same  which  is  used 
in  the  eh'iiMMit;iiy  schools  of  the  eoiiiitiy. 

All  iiii|)rt)vement  woiihl  he  niixie  by  substitntini;  the  outlines  of  ))hy8- 
icjil    for  iiiiiinportniit  dctJiils  in  political  jieo{;i;tphy. 

IlisroKV,  «livi(lc(l  into  portions,  jiccoidinjj  to  the  matter  included,  is 
studied  by  «litVerent  classes.  Ko  far  as  is  piacticable,  these  dillt'ivnt.  di- 
visions of  history  are  adapted  to  the  ditl'ereiit  sta<;es  of  the  pupil's 
course,  and  to  the  studies  with  which  he  comes  in  contact.  Universal 
history  is  begun  by  the  tilth  class,  in  its  second  term,  in  twenty-two 
lessons,  and,  in  another  division,  continued  by  the  second  class,  in  its 
first  term,  in  eighteen  lessons.  The  history  <'f  ^>/r/7o.so/>////,  desifriied  to 
show  the  course  and  the  laws  of  scientilic  discoveries,  is  taken,  also,  by 
the  Second  class  after  completing  their  course  in  "natural  and  experi- 
mental philosoidiy,"  and  just  before  entering  on  the  course  in  ethics  and 
law,  wherein  the  results  of  dominant  theories  and  systems  will  beapi>a- 
rent.  It  has  seventeen  lessons.  American  /</«^or2/ is  lead  by  the  first 
class,  in  its  liist  term,  as  introductory  to  the  study  of  American  law  ; 
ami  willtary  histoyy,  by  the  same  class,  in  its  second  term,  as  introduc- 
tory to  military  law.     The  two  have  thirteen  lessons. 

History  was  formerly  assigned  to  one  class.  It  was  found  to  inter- 
fere, in  that  i)(isition,  with  the  scientific  departments.  The  present  ar- 
rangement followed.     It  was  sought  to  turn  a  difficulty  into  advantage. 

The  text-book  at  j)resent  for  all  the  history,  except  the  scientific,  is 
that  of  Weber.  In  its  use,  those  parts  are  eliminated  which  pertain  to 
l)hilosophy,  because  they  are  included  and  expanded  in  the  other  branch ; 
those  to  literature,  because  they  belong  to  the  second  part  of  the  course 
in  rhetoric;  those  to  ecclesiastical  questions,  because  out  of  place  in 
this  institution  ;  those  which  give  the  author's  opinions,  because  opin- 
ions are  not  history.  The  remainder  is  divided  into  lessons  made  shorter 
for  the  fifth  class,  as  its  members  require  it,  and  longer  for  the  other 
classes,  both  because  the  minds  are  more  mature,  and  also  because  in 
the  second  class  there  is  more  time  both  tor  the  study  and  the  recita- 
tion. 

The  text-book  for  the  history  of  science  and  philosophy  is  that  of 
Tennemann.  It  has  much  matter  needless  as  history.  It  takes  the 
metaphysical  when  the  scientific  view  is  required.  The  translation  is 
also  defective.  Everything  is  now  eliminated  but  what  is  essential  for 
knowledge  of  this  part  of  history.  The  rest  is  lei t  for  the  student's 
reading.  For  omissions  and  obscurities,  there  are  lectures  and  expla- 
nations from  the  professor. 

These  subjects  include  the  studies  in  this  de[)artmeut  which  regard 
facts. 

The  subject  of  Ethics  has  two  subdivisions.  The  one  includes  du- 
ties and  their  contrasts,  without  theory,  as  based  on  authority  ;  the 
other,  duties,  with  their  reasons  and  principles.  The  first  is  practical ; 
the  second,  theoretical  ethics. 

The  first  division,  that  of  practical  ethics,  is  taken  by  the  fifth  class 
in  its  second  term,  and  has  three  weeks  of  its  time,  or  tilteeu  lessons. 
It  shows  what  is  wrong  and  what  is  right,  witht)ut  the  question  why 
wrong,  atid  why  right.  It  presents  the  virtues  which  are  to  be  acquired, 
the  vices  which  are  to  be  shunned,  the  passions  which  are  to  be  sub- 
dued. It  directs  the  pupil  to  his  Juties,  both  in  studies,  and  as  a  mem- 
ber of  the  Academy  ami  of  the  Army.  It  is,  therefore,  i)laced  at  the 
beginning  of  his  second  term  alter  his  first  examin<(ption,  when  he  takes 
the  oath  and  is  enrolled  as  a  member  of  the  institution. 

The  second  division,  or  that  of  theoretical  ethics,  is  taken  by  the  sec- 


SilLITARY    ACADEMY    AT    WEST    POINT,  259 

ond  clafis.  in  its  second  torm.     Tliey  then  study  moral  science,  just  be- 
fore entering;-  on  the  smdy  of  law.     It  liiis  twenty  lessons. 

The  text-book  is  not  soited  to  the  course.  \Vh;it  is  wanted  is  not  so 
much  a  theory  in  morals  as  a  l)asis  tor  stndies  in  law,  Much  is  necjessa- 
rily  omitted  from  the  present  work.  Corrections  and  ex[)lanatioiis  are 
sni)[)lied  by  the  prolessoi'. 

Law,  with  the  excei)tion-<  already  stated  (some  history  and  the  mili- 
tary applications  of  rhetoric),  ocjcnpies  tlx^  first  class  entirely. 

The  divisions  studied  are  tliosc  of  InirnatlonaJ^  constHntinnaJ,  and 
military  law. 

International  \i\w  \s  learned  from  Kent's  Commentaries.  Vor  constitu- 
tional  law,  the  Constitution  is  analyzed  after  a  plan  f^iven  i)y  the  pro- 
fessor, and  the  chapters  on  tliat  subject  in  Kent,  with  the  exception  of 
the  twelfth  lecture,  are  studied.  These  two  divisions  otlaw  have  twenty- 
six  lessons  in  the  tirst  term  of  the  lirst  class. 

Military  law  and  the  principles  and  practices  of  courts  martial  are 
learned  by  lectures,  by  careful  analysis  of  the  Articles  of  War,  and  by 
the  study  of  "De  Hart  on  Courts-Martial."  From  the  latter  author, 
l)ortions  which  contain  peculiar  theories  are  omitted.  The  remainder  is 
read.  The  subject  is  taken  by  the  tirst  class  in  its  second  term,  and 
has  eighteen  lessons. 

The  course  in  law  demands  preliminary  and  concurrent  ex|)lanations 
from  the  professor.  The  members  of  the  class  are  encourajjed  to  ask 
questions,  and  to  present  ditliculties  for  solution,  when  by  so  doing  no 
encroachment  is  made  on  recitations.  The  answer  is  given  on  the 
spot,  or  it  is  reserved  for  investigation  and  for  a  written  solution  when 
tne  question  may  be  new  and  (litficult,  or  the  principle  comprehensive. 

Such  is  that  part  of  the  course  which  is  based  on  principles  of  right.  , 

2.  No  extension  is  thought  desirable.  In  all  education  which  is  com- 
plete there  must  be  the  combination  of  a  scientitic  vvith  a  literary 
course.  In  colleges  the  latter  siiould  predominate;  but  in  the  Military 
Academy,  the  former.  X\\  that  is  expected  for  the  latter  here  is  the  use 
or  time,  not  taken  by  scientilic  and  professional  instruction.  Also,  no 
education  seeks  to  exhaust  a  subject;  but  to  give  its  elements,  and  to 
direct  how  to  study  it.  For  riiese  reasons,  extensions  of  instruction 
easily  conceived  are  not  desired. 

Curtailment  is  not  thought  to  be  desirable. 

The  sulijects  in  the  course  are  those  whose  necessity  has  been  made  not 
only  ai)i)arent  but  urgent,  by  th«^  exi»erience  of  more  than  fifty  years. 
Some,  from  theirevident  and  enduring  value  for  tbe  oflicer,  have  been  pre- 
scribed by  law.  0th  jrs  have  been  introduced  after  the  repeated  recom- 
mendations of  successive  boards  of  visitors.  None  have  been  admitted 
to  the  i>rogramme  till  phice  and  time  have  been  found  for  them,  and  the 
displacement  of  the  sul)jects  of  other  (lei)artments  prevented.  All  have 
been  recommended,  demanded,  or  adopted  by  tiiose  who  kne^v  ami  who 
regarded  "the  ol)jects  for  which  the  Military  Academy  is  establisheil." 

An  independent  examination  of  the  subjects  themselves  leads  to  the 
same  conclusion.  The  question,  with  its  circumstances,  would  seem  to 
retpiire  that  examination  lutw. 

The  Hist  division  of  sul»jei;ts  ini-lude-'  f/ra)iiinnr,  loyic,  and  rhetoric. 

it  is  not  seen  liow  any  of  tlies<»  can  properly  be  eliminated.  An  ofii- 
cer  must  write;  he  should  write  well;  always  correctly  and  clearly; 
when  re(iuired,  forcibly.  For  this  re.suit  theie  must  be  rules,  models, 
pra(;tice.  Tuese  are  included  in  rhetoric,  li  lies  are  furnished  by  the 
tirst  part,  or  rhetoric  i)roper;  models  by  tlie  second  part,  or  literature; 
practice  by  both,  and  by  comi)osition.   "  In  view,  therefore,  of  the  objects 


260  MILITARY    ACADEMY    AT    WKST    POINT. 

lor  wliicli  lilt'  Military  AciidiMiiy  is  cstablislicil,"  ilu'toric  could  not  be 
taU«Mi  away. 

Lo-iic  is  a  basis  for  ilii'foric.  As  the  aims  of  iIn»toiic  arc  to  instniet, 
inten'st,  and  iiiov«>,  it  draws  iiiatnials  for  the  two  latter  jjurposcs  mainly 
iroin  etliies;  bnt  lor  the  former  lr«)in  lo<ri(!.  In  a<*,tinfj  on  the  nnder- 
stmiilinfj:,  lo.uK!  is  the  closed  hand,  and  rhetorn;  the  same  liaml  ex- 
l»an(led.  The  f«)rjner  jjives  the  propositions  and  their  arrangement, 
whether  for  explanation  or  conviction  ;  the  bitter  arrays  and  colors  them 
\vilh  lanjinape.     1jo<>'c,  thoretbie,  could  not  be  discarded. 

(Irammar  is  neede<l.  ]So  man  can  write  well  wlio  does  not  write 
grammatically.  Lojjic  and  jjrammar  are  also  closely  connected.  The 
first  i)art  of  the  formei-  is  the  basis  for  grammatical  analysis,  applied  in 
])arsing.  Grammar,  in  turn,  furnishes  materials  used  in  logi(t  and  rhet- 
oric. Cirammar,  logic,  rlietoric,  with  models  lor  style  given  by  litera- 
ture, form,  with  composition,  a  (;onne(;ted  course  in  language.  One  re- 
move breaks  tlie  (rhain.  Also,  the  course  in  the  French  language 
supposes  i)reliininary  instrmttioii,  at  least  in  the  principles  of  general 
grammar. 

Etymology,  or  the  first  part  of  grani'nar,  couhl  not  be  cuitailed. 

Deiivative  etymology,  with  its  applications  tor  defining,  spelling,  i)ro- 
nouncing,  and  combining  woi ds,  is  not  only  a  necessary  i)art  of  all 
education  (since  in  any  (tountry  he  is  not  well  taught  who  has  not 
learned  his  own  language),  but  it  is  essential  for  those  who  si)eak  the 
English  tongue,  and  indis])ensable  for  one  who  has  not  studied  the 
sources  aiul  structure  of  its  words  in  the  ancient  speech  of  Greece  and 
Italy.  To  know  the  force  of  words  which  he  uses  in  comjjosition  as 
well  as  in  parsing;  to  correct  understandiugly  his  spelling  and  pro- 
jiunciation  ;  to  acquire  easily  languages  derived  from  the  Latin;  to  per- 
ceive at  a  glance  the  sense  of  scientific  terms  borrowed  from  classic 
sources  and  used  in  the  studies  of  all  the  departments  here — the  pui)il 
must  learn  somewhere  the  derivation  and  structure  of  English  words. 
Grammar,  therefore,  is  required. 

Parsing,  it  is  true,  could  be  learned  before  entering.  Instruction  in 
grammatical  principles  woidd  still  be  requisite. 

The  second  division  of  subjects  includes  geography  'AwCl  history. 

No  argument  is  necessary  to  show  that  an  officer  ignorant  of  geogra- 
phy and  history  is  not  sufficiently  furnished  for  meeting  the  demands 
of  his  profession.  It  is  supposed  that  there  is  now  unanimity  of  con- 
viction regardingthese  subjects.  The  school-boy's  knowledge  of  i)olitical 
geography  might,  however,  be  demanded  before  admission.  Physical 
geogra})hy,  so  useful  for  the  officer,  and  so  directly  linked  with  history, 
should  still  remain. 

The  third  division  includes  the  subjects  of  ethics  and  lau\ 

The  subdivisions  of  law  studied  here  appear  to  be  indispensable  for 
the  officer.  He  is  ever  liable  to  be  a  member  of  a  court-martial.  In 
that  case,  he  is  a  judge  for  law  and  fact.  No  one  would  desire  a  judge 
to  be  ignotaut  of  the  law  whicdi  he  administers,  of  the  practice  of  his 
court,  of  the  rules  of  evidence  for  those  facts  on  which  he  is  to  pro- 
nounce. Military  law,  thert^fore,  including  the  principles  and  practice 
of  courts-martial,  must  be  known.  International  law  is  demanded  in 
war.  Both  these,  niilitary  and  international  law,  require  a  knowledge 
of  the  Constitution  of  the  United  States.  The  branches  of  law  taken 
are  thus  seen  to  be  necessary. 

Law  demands  ethics.  In  the  latter  are  found  ])rinciides  that  strike 
into   the  former.     The   latter   also   prepares    the    mind  for   legal    and 


MILITARY    ACADEMY    AT    WEST    POINT.  261 

equitable  (lisfiimiiiations  in  quostions  arising  in  civil  and  military  j in i.s- 
prnilence. 

Apart  Iroiii  its  legal  ai>[)li{;a,ti()ns,  the  snltjcct  <»f  ctiiics  is  important, 
in  view  of  what  is  stated  in  the  (juestion,  vi/ :  ''The  objects  for  which 
the  Military  Academy  is  established." 

It  must  be  an  object  to  make  good  men  and  good  otiicers.  This  ob- 
ject requires  moral  instruction.  The  arti(;les  of  war  give  punishineut 
for  conduct  unbecoming  an  otticer  and  a  gentleman.  A  [)upil  should  not 
be  left  to  chance  for  learui ng  what  conduct  does  become  au  ofticer  and 
a  gentleman.  Certain  principles  aiul  conduct  are  retpiired,  wiiile  he  is 
A  student  of  the  Military  Academy,  for  its  welfare  and  his  own.  He 
should  see  the  outlines  of  the  principles  and  conduct  demanded.  An 
officer  on  a  court-martial  jn<lges  jtartly  by  his  conscience;  moral  con- 
siderations and  estimates  enter  largely  into  his  decisions.'  An  ollicer 
exercising  command  in  ])eace  and  war  avoids  serious  errors  only  by 
being  alive  to  all  the  moral  considerations  involved  in  each  case  brought 
before  him.  An  officer  must  sway  troops  and  sometimes  populations. 
His  ethical  stndies  should  have  shown  him  the  moral  i)rinciples  which 
control  men's  minds,  and  should  have  presented  for  self-government 
those  i)assions  by  which  other  men  can  be  governed.  For  these,  and 
for  other  and  obvious  reasons,  the  subject  of  ethics  is  required.  The 
last  thing  tl>e  nation  can  wish  for  its  officers  is  that  they  shall  be  uu- 
taught  in  morals. 

Tlie  two  branches  of  the  subject  are  needed  and  should  be  taught  in 
distinct  periods — one  when  the  mind  is  less,  the  other  when  it  is  more 
mature.  Duties  without  theory  should  be  presentei  when  the  learner 
is  forming  his  intellectnal  and  moral  habits.  Theory  and  principles 
should  be  learned  at  a  later  perio<l,  principally  with  reference  to  juris- 
prudence. 

Such  are  some  of  the  reasons  against  curtailment.  The  su\)j;^cts  are 
thus  seen  to  bear  that  test  for  all  education,  furnished  by  the  question — 
What  will  the  pui)ils  need  to  use  through  life  ? 

3.  The  method  of  instruction  luay  be  regarded  geuerally"or  in  each  of 
the  subjects.     IModitications  luay  be  viewed  under  the  same  divisions. 

The  general  method  is  the  same  as  in  other  departments.  It  consists 
in  recitations  from  a  textbook,  accompanied  by  lectures  from  the  pro- 
fessor, or  coiieurrent  explanations^,  as  these  are  required. 

The  lecitations  uniformly  consist  of  answers  to  (juestious  and  of  ex- 
ercises at  the  black-board.  Lectures,  when  given,  are  subjects  for  sub- 
sequent rec  itations. 

To  this  admirable  system,  common  to  all  the  <lepartments,  the  only 
modification  suggested  is  that  of  wiitten  exercises  in  connection  with 
recitations. 

Coming  from  this  general  view  of  nu^thod  and  modifications  to  each  of 
the  subjects,  au  answer  to  the  <juestion  will  include  text  books,  subsidiary 
viateriuls^  and  position  in  the  programme. 

The  question  applied  to  text-books  oi)ens  so  large  a  field  that  after 
repeated  attempts  to  make  a  statement,  which  would  be  clear  to  all, 
and  yet  not  run  into  an  expanded  treatise,  I  have  abondoned  the  en- 
deavor. I  must  refer  the  Commission  to  the  two  programmes  which  I 
have  presented  for  the  War  Department  in  obedience  to  orders.  The 
one  is  a  normal  programme  giving  the  subjects  of  the  course  a[)art  from 
any  existing  textbooks.  It  shows  what  the  course  of  instruction  in  this 
department  is  intended  to  be  ;  though  subject,  of  course,  to  the  modi- 
tications  induced  by  experience.     The  other  is  the  actual  programme 


262  MILITARY    ACADEMY    AT    WEST    POINT. 

hij.st'd  oil  the  text-books  iiow  iis»m1  ;  it   shows  what   the  course  now  is, 
with  tiu'  tnatcriiils  at  iJicseiit  ])»)ssesse(l, 

I  \\ill  only  make,  at  tins  time,  tlie  most  jreneral  and  biief  statements, 
in  (trder  to  t,'ivo  sonie  eoiiception  of  the  modifications  desired. 

(Irammar,  lo^ic,  rhetoric,  and  models  for  style  in  literatnie  shmdd  con- 
stitute one  connectcil  and  lyroyressive  course  in  the  English  lanj:nage. 
liejiinninj;  with  ilio  elements,  it  should  advance  to  all  the  combinations 
demanded  for  the  writer  and  speaker.  Theory  should  direct  practice 
and  analyze  models,  while  examples,  in  turn,  should  illustrate  theory 
and  perfect  i)ractice. 

Cieograi)hy  should  introduce  and  illustrate  history.  The  effect  of  both 
on  the  mind  should  be,  to  fuinish  it  witli  essential  facts,  and  to  teach  it 
how  to  arrange  those  facts — lirst,  in  the  order  of  space  and  time;  and, 
second,  in  the  order  of  cause  and  effect.  Minute  particulars  should  be 
It  ft  for  subsequent  reading. 

The  first  part  of  ethics  should  include  the  virtues,  the  vices,  and  the 
passions;  The  second  part,  or  moral  science,  should  be  mostly  a  pres- 
entation of  the  law  of  nature,  drawn  deductively  from  i)rimary  ijrinci- 
ples,  or  intluctively,  as  a  collection  of  the  maxims  in  which  the  codes  of 
all  nations  agree.  This  lamp  would  guide  to  law.  The  conclusions  iu 
the  different  divisions  of  law  should  be  harmonious  with  each  other. 
^Military  law,  lor  example,  should  be  so  presented  as  not  to  conflict  with 
the  Constitution. 

^Vithout  jiassing  to  the  endless  task  of  specifications,  I  would  say  that 
the  present  text  books  do  not  accord  with  this  arrangement.  A  ''  modi- 
fication" would  consist  iu  their  improvement. 

{Subsidiary  materials  would  consist,  for  the  course  in  language,  of 
ample  vocabularies;  for  that  in  geography  and  history,  of  maps  and 
charts  accompanying  the  book  ;  for  that  in  ethics  and  law,  of  tabular 
views.  All  tbese  aid  the  mind  through  the  eye.  iSome  of  them  are 
now  imperfectly  supplied. 

As  to  the  nosition  of  subjects  in  the  programme,  the  i)resent  order 
results  from  the  united  force  of  seveial  considerations,  each  of  which  is 
necessarily  influential.  Their  places  and  extent  have  been  fixed,  partly 
by  the  low  requirements  for  admission  to  the  Academy,  i>artly  by  the 
l»resent  condition  of  text  books,  partly  by  the  necessity  of  avoiding  in- 
terference with  the  scientific  courses,  mainly  by  the  natural  se(]uence 
and  mutual  dependence  of  subjects.  The  latter  consideration  has  been 
uniformly  obeyed,  till  a  de[)arture  from  the  natural  line  has  been  com- 
pelled by  the  others.  For  example,  the  place  for  geography  is  fixed  by 
the  firstc  onsideration,  that  of  logic  by  the  second,  that  of  history  by  the 
third.  IJiit,  iu  conformity  to  the  last,  all  military  subjects  and  api)lica- 
tions  are  iu  their  natural  position — the  second  term  of  the  first  class. 
Military  history,  military  law,  and  the  military  api)licatious  of  rhetoric 
are  examined  by  the  student  just  before  he  graduates. 

If  the  causes  for  the  present  arrangement  remain  in  undiminished 
power,  they  are  sufficient  to  preserve  it  unchanged.  But  if  they  are 
modified  1  am  prepared  to  recommend  a  correspondent  modification  in 
the  arrangement.  It  is  not  recommended,  apart  from  the  conditions  to 
be  stated. 

The  arrangement  consists  in  giving,  simply,  the  three  divisions  of 
subjects  to  three  classes.  The  subjects  of  the  first  division — grammar, 
logic,  and  the  two  parts  of  rhetoric,  including,  of  course,  declamation 
and  composition — could  be  taken  by  the  fifth  class,  with  the  exception 
of  the  lectures  to  the  first  class.  The  subjects  of  the  second  division — 
geography  and  history — could   be  assigned  to  the  second  class.     The 


MILITARY    ACADEMY    AT    WEST    POINT.  263 

subjects  of  tbe  third  division — ethics  and  law — could  be  allotted  to  the 
lirst  class,  with  the  exception  of  fifteen  lessons  in  practical  ethics,  given 
to  the  fifth  class. 

The  simplicity  of  the  arranfjenient  recommends  it.  Each  class  finds 
unity  in  the  matter  studied.  The  fifth  class  is  occupied  with  language, 
the  second  with  facts,  the  first  with  principles  of  right.  In  each  year 
a  specific  and  different  discipline  for  the  faculties  is  propose;!.  It  is 
also  recommended  by  its  acconlance  with  tbe  wishes  of  the  scientific 
departments  regarding  the  fourth  class. 

Tbe  conditions  on  which  this  arrangement  is  dependent  are  these : 
1.  Tbat  parsing  and  elementary  political  geography  be  learned  before 
admission  ;  2.  Tbat  the  division  of  geography  studied  by  the  second 
class  be  the  physical ;  3.  Tbat  text-books  strictly  suited  to  such  a  course 
be  secured  before  it  be  attempted.  I  regard  these  conditions  as  es- 
sential, and  can  give  reasons  if  they  do  not  suggest  themselves  to 
every  mind  familiar  with  the  course  or  with  education.  Another  pro- 
vision I  would  recommend,  though  I  do  not  place  it  on  the  same 
basis  with  tbe  conditions  stated.  It  is  that  written  exercises  be  fur- 
nished by  the  other  classes  at  intervals,  so  as  to  secure  practice  with  the 
pen. 

AYithout  the  three  conditions  given,  I  am  not  prepared  to  recommend 
this  arrangement  of  subjects.     The  present  would  be  preferable. 

•4.  The  practical  instruction  consists  in  composition  and  declamation. 
AVith  tbe  exception  regarding  composition  just  suggested,  it  does  not 
need  to  be  extended  nor  to  be  curtailed.  Tbe  plans  for  this  department 
embrace  a  system  of  })rogressive  exercises. 

5.  Tlie  time  required  dally  from  the  cadet  for  study  in  the  course  pre- 
scribed for  my  departmejit  is,  in  the  fifth  class  two  hours,  and  the 
same  for  each  lesson  ;  in  tlie  fourth,  half  an  hour,  or  one  hour  for  each 
lesson  ;  in  the  second,  about  one  hour  and  a  quarter,  or  two  and  a  half 
hours  for  each  lesson  ;  iu  the  first,  half  an  hour,  or  one  hour  for  each 
lesson. 

The  modification  conditionally  proposed  by  me  in  the  position  of  sub- 
jects would,  if  adopted,  take  away  the  recitations  of  the  fourth  class, 
and  require  two  hours  for  each  lesson  from  the  first  class. 

Others  would  have  no  etlect  on  tbe  time  required  for  studies  in  this 
department. 

7.  "  In  recitation  and  in  tbe  section  room"  each  cadet  is  occupied  iu 
the  fifth  class  one  hour  daily  ;  in  tlie  fourth  class,  one  hour  every  other 
day;  in  th'^  second  class,  one  hour  and  a  half  every  other  day  ;  in  the 
first  class,  five  hours  in  two  weeks,  that  is  for  one  hour  every  alternate 
afternoon,  with  the  exceptions  o^  Saturday  and  Sunday. 

Tbe  utmost  deference  has  been  shown  iu  this  department  to  "  tbe  de- 
mands made  on  the  stndent  by  other  departments  at  tbe  same  time." 
Hence  came  tbe  transference  of  history  and  other  changes  to  which 
reference  has  been  made.  Xo  interference  can  now  be  imagined  except 
in  the  fourth  class.  Tliere  the  lightest  reading  has  been  provided,  and 
of  that,  in  rhetoric  and  literature,  only  about  seven  iiages  are  taken 
for  a  lesson  every  otiier  day.  A  half  hour's  attention  daily  to  the 
book  is  suHicient  to  prepare  for  recitation.  Tlie  hour  is  not  filled  (as 
I  have  stated)  by  the  recitation,  but  is  partly  occupied  in  reading 
aloud,  so  that  faults  in  pronunciation  and  manner  may  be  corrected. 
The  time  might  also  be  partially  occupied  in  writing  out  the  substance 
of  a  passage  which  has  been  read.  If  there  be  interference,  it  is  at 
least  brought  to  its  minimum.     Should  even  this  be  the  ground  of 


2G4  MILITARY    ACADEMY    AT    WEST    POINT. 

objection,  tlio  condifioiial  moililiciition  suggested  woiiUl  remove  it  en- 
tirely. 

8."  None. 

*».  'IMic  Inst  (iiiestion  sccnis  to  ineliide  both  tlie  course  of  instruction 
in  this  dc|);irttncnt  and  tiie  whole  course  of  tlie  Military  Academy. 

Taking  the  lirst,  1  wonhl  say  that  the  jtrimaiy  want  ot  my  depart 
nu'ut  is  lor  textbooks,  clear,  simi)le,  <liseinbarrassed  of  needless  matter, 
and  suited  to  the  habits  of  mind  formed  necessarily  by  the  system  of 
the  Aca<lemyin  its  pupils.  1  have  already  touched  upon  this  topic,  but 
under  this  last  question  another  view  of  the  same  matter  is  in  part 
taken.  Some  institutions  have  instruction  given  by  lectures.  In  them 
the  tlrst  demand  is,  that  the  person  teaching  may  prepare  his  lectures 
and  have  the  requisite  facilities.  Where  institutions  rely  on  text-books, 
the  same  primary  necessity  exists  for  them.  ]>ut  in  the  IMilitary  Acad- 
emy theic  is  a  peculiar  reliance  on  the  textbook.  On  that  the  pupil 
is  maiked  ;  by  that  he  is  examined.  It  is  the  rail-track  for  the  learner, 
the  instructor,  the  Academic  Board  in  determining  class  standing.  If 
that  be  suitable,  theelfect  is  pervading.  It  is  from  no  wish  for  a  thank- 
less and  dilhcult  task,  It  is  solely  from  a  conscientious  conviction  with 
reference  to  the  pnjiils,  the  Academy,  the  Army,  and  the  country,  that 
the  statement  is  now  earnestly  made  that  the  primary  want  of  this 
department  is  for  the  requisite  facilities  in  securing  books  adapted  to  the 
objects  for  wliich  the  IMilitary  Academy  is  establishe<l.  Every  instructor 
"who  knows  liis  course  and  his  pupils,  knows  what  he  needs.  The 
books  prepared  for  other  institutions,  and  those  made  in  other  countries, 
want  that  adaptation.  The  head  of  the  department  is  also  chaplain. 
The  classes  in  this  department  are  reciting  dniing  seven  hours  daily, 
exce]>ting  Sunday,  and  then  through  four  hours.  Current  duties  thus 
engage  the  whole  time  and  thought.  Partial  and  temporary  compila- 
tions thrown  out  under  this  pressure  to  meet  emergent  deficiencies  give 
a  wrong  conception  of  the  course.  The  temporary  structure  is  mistaken 
for  a  ])art  of  the  i)ian  of  the  building.  The  remedy  consists  in  giving 
j)artial  relief,  not  from  the  duties  of  chaplain,  but  from  the  current  du- 
ties of  a  professor,  during  a  few  months,  that  the  ami)le  materials  ex- 
isting may  be  simply  i)ut  together.  This  is  said  from  no  personal  wish, 
but  from  a  conviction  as  to  the  first  need  of  this  department,  under  any 
head.  Several  other  departments  liave  effected  this  task.  The  reason 
Mhy  more  facilities  are  needed  in  this  is  that  its  weekly  duties  absorb 
so  much  more  of  time. 

In  coming  to  the  general  course  of  the  Academy  I  will  endeavor  to 
give  my  best  judgment,  while  yet  feeling  that  more  reliance  is  due  to 
that  of  otiiers. 

In  the  general  system  of  instruction  it  would  seem  well  if  the  con- 
stant use  of  the  pen,  in  analyzing  and  ])reparing  recitations  in  all 
subjects,  could  be  secured.  It  han  been  said  that  to  read  without  the 
pen  is  to  sleep.  It  is  desirable  to  have  the  mind  both  active  and  re- 
ceptive in  learning  a  lesson.  The  exercises  at  the  blackboard  promote 
speaking  and  fluently  ;  the  questions,  thought  and  attention.  This  would 
seem  to  give  the  system  jierlection,  by  fostering  writing  and  its  attend- 
ant habits.     Writing  makes  the  exact  man. 

It  would  also  seem  well  if  the  membeis  of  the  first  and  second  classes 
could  investigate  subjects  in  the  library. 

I  am  aware  that  practical  difdculties  often  obstruct  the  way  to  de- 
sirable objects. 

In  regard  to  the  length  of  the  course,  my  views  have  been  already 
given  in  a  report  required  for  the  War  Department.     The  age,  the  de- 


MILITARY    ACADEMY    AT    WEST    POINT.  265 

maiids  oil  the  military  profession,  the  standard  of  general  culture  and 
oduoation  in  the  country  and  the  world,  demand  certain  acquirements 
in  ollicers  of  the  Army.  The  simple  (piestion  seems  to  be,  IShall  all 
these  be  given  here,  or  a  i)art  required  before  enterinjr?  If  the  lat- 
ter plan  be  adopted,  the  standard  for  admission  should  be  raised  suffi- 
ciently. Jf  this  be  done,  and  esi)e(;ially  if  competitive  examinations  be 
required,  the  course  may  be  reduced  to  four  years,  or  even  to  a  smaller 
number.  Jf  not  done,  then  the  needed  ac(iuirements  are  to  be  made 
here;  and,  if  so,  time  must  be  provided.  In  this  view  a  course  of  the 
extent  of  live  years  appears  to  be  a  necessity. 

Tne  pupil  of  the  Academy  is  a  member  of  the  Army  before  he  gradu- 
ates. He  is  but  the  same  after  graduation  and  when  an  officer.  Jn 
both  positions  he  is  a  part  of  the  same  organization,  paid  by  the  coun- 
tiy,  and  giving  the  country  service  tor  the  public  welfare.  Is  that 
public  welfare  l)est  promoted  by  his  serving  here  for  a  year,  devoting 
liimself  to  improvement  in  his  professiou,  or  by  his  serving  elsewhere 
for  the  same  .\ear  in  the  ordinary  routine  for  young  officers  ? 

If,  for  the  present  cour.^e,  the  provision  for  elementary  grammar  and 
geogra])hy  be  inserted  among  the  requirements  for  admission,  the  staiul- 
aid,  viewed  relatively  to  the  whole  country,  would  not,  it  is  thought,  i  e 
altered.  The  present  law  was  made  long  since,  when  population  and 
the  facilities  for  primary  education  were  less.  It  does  not  appear  to  be 
too  much  to  rec.iuire  of  a  candidate  in  the  most  remote  and  uutinished 
portions  of  the  country  that  before  coming  here  he  shall  read  a  common 
school  grammar  and  so  much  of  geography  as  is  now  learned  by  very 
young  children. 

Whether,  however,  these  or  other  arrangements  be  or  be  not  made, 
all  who  reflect  will  agree  \n  the  conviction  that  the  course,  however  ar- 
ranged, shall  have  stability.  The  eyils  not  only  from  change  but  from 
liability  to  it  and  expectations  of  it  are  immense.  Under  any  systein 
once  established  an-d  known  to  be  unalterable,  or  altered  with  diffi- 
culty, i)ractical  wisdom  can  supply  deficiencies.  It  is  thought  that  few 
public  institutions  of  learning  can  be  found  in  the  world  where  the  sub- 
jects of  its  course  are  liable  to  be  changed  by  the  will  of  individuals,  of 
single  teachers,  or  of  the  pupils  tliemselves.  Whatever  is  so  organic 
as  the  course  is  usually  settled  by  some  permanent  authority.  It  would 
seem,  theiefore,  proper  that  this  organic  regulation  of  the  course  should 
be  fixed  by  the  lawmaking  power,  placed  be.Nond  change  for  ten  years 
at  least,  and  liable  then  to  be  proposed  for  change  only  by  a  board  ap- 
pointed for  the  special  purpose  and  composed  of  men  from  military  and 
civil  life.  Measures,  details,  plans  for  applying  that  course  thus  fixed, 
may  well  be  left  to  the  wisdom  of  the  War  Department  and  the  expe- 
rience of  the  Academic  Board, 

J.  W.  FRENCH, 
rroftfisor,  lOc,  V.  S.  Military  Academy. 


W 


United  States  Military  Acauk3iy, 

West  Point,  X.  1.,  Augiiat  lo,  ISGO. 
Sir  :  I  have  the  honor  to  acknowledge  the  receipt  of  your  letter  of 
the  ISth  ultimo,  as  secretary  of  the  "Commission  instituted  under  the 
act  of  Congress  of  June  L'i,  1800,"'  to  examine  into  the  organization 


266  MILITARY    ACADEMY    AT    WEST   POINT. 

of  this  Acadoiny,  incloainff  to  me  a  list  of  questions,  n>i»li«'S  to  which 
I  am  nM|iu'sttMl  to  iiiiike  "and  transmit  to  tiie  Commission." 

I.  In  reply  to  llic  in<iniry  iis  to  "what  siibitM-tvS  are  tanght  in  yonr 
[my]  department,"  and  in  compliance  witli  the  direction  "to  state 
nrielly  the  amonnt  of  instinctioii  fjiven  in  each,"  1  wonld  res])ectfully 
say  :  First.  That  my  <1nties  are  at  piesent  limited  exclnsively  to  teach- 
\i)ff  the  S]»anish  lanj,Mia^e  to  the  cadets  of  the  Ihird  class;  and,  second^ 
that  the  Spanish  lanfjnage,  nnder  the.  i)resent  arran<iement,  is  not 
tanfjht  to  the  fifth,  fonrth,  second,  or  first  classes.  In  consequence,  no 
cadet  is,  dnrin<;  the  entire  acadennc  term  of  live  years,  engaged  in 
learning;  that  lan<,Mia|T:e  excej)t  lor  eight  and  a  half  or  nine  months  in 
his  third  year.  This  period  is  divided  into  tico  terms.  The  /ir.v^  com- 
mences on  the  1st  of  iSei)tember.  and  ends  on  the  iUst  of  December  of 
each  year ;  and  the  second  commences  upon  the  close  of  the  annual 
examination  in  January,  and  ends  May  ol,  in  each  year.  The  thiid 
class  of  (jadets  is  divided  into  sections  according  to  the  number  of  cadets 
in  each  class.  ICach  section  has  generally  averaged  about  twelve.  Since 
April,  1S37,  when  1  was  api)ointed  Professor  of  Spanish  at  this  insti- 
tution, the  number  of  cadets  composing  the  third  class  has  not  exceeded 
sixty,  nor  that  of  the  sections  five.  The  sections  have  from  time  to 
time  been  arranged  in  order  x>i'  merit  according  to  my  impartial  Judg- 
ment of  their  pruficieiu;y  in  S[)anish.  The  time  devoted  by  each  cadet 
whilst  out  of  the  section  room  to  the  study  of  his  Spanish  lessons  must 
depend  chiefly  upon  the  pupil  hini>elf.  During  the  second  year  of  my 
professorship  I  had  for  assistants,  Cadets  Merrill  and  Bush  ;  and  during- 
the  last  i)ast  year.  Lieutenants  Lockett  and  Carling.  Tliree  hours  of 
each  recitation  day,  from  eleven  to  one,  and  from  three  to  four  (or 
other  e(piivalent  time  in  the  j).  m.),  are,  under  the  present  arrange- 
ment, devoted  to  the  recitations  in  the  section  room.  The  recitations 
of  the  cadets  of  one  section  of  my  class  (always  the  first  section)  are 
heard  by  myself,  occupying  an  hour  each  recitation.  Each  assistant 
instructor,  likewise,  devotes  two  hours  of  such  day  to  the  recitations  of 
two  sections  (one  hour  to  each  section),  and  I  have  generally  superin- 
tended i)ersonally  these  recitations  during  a  portion  of  each  hour. 

II.  In  reply  to  the  questions  "  whether,  reference  being  had  to  the 
objects  for  which  the  ^Militarj"  Academy  is  established,"  should  the 
teaching  of  the  S|)anish  language  at  the  Academy  (the  branch  taught 
in  my  dej)artment)  be  "extended,"  I  have  to  say  as  follows: 

The  course  is  deemed  too  brief  for  the  objects  which  in  view  of  the 
commercial  and  political  connection  between  the  United  States  and  the 
Hispano-American  States,  it  is  fair  to  assume,  caused  the  Spanish 
language  to  be  added  to  the  studies  prescribed  for  the  Military  Academy. 
1  have  supposed  that  "  the  objects  for  which  the  ^Military  Academy  has 
been  established"  are  exclusively' ?»/7//ar2/.  The  Military  Academy  is 
a  branch  of  the  Federal  military  service.  It  is  in  some  degree  a  part 
of  the  Army.  The  cadets  are  froui  their  initiation  into  the  Academy 
subaltern  officers,  subject  to  and  regulated  by  viilifary  law.  They  are 
destined,  after  graduating,  to  serve  as  oflfieers  of  the  Army,  and  are 
educated  at  the  puldic  cost  to  this  end.  Though  they  acquire  by  the 
teachings  at  this  school  knowledge  calculated  to  be  of  eminent  utility 
to  them  and  to  their  country,  if  they  should  after  concluding  their 
studies  here  resign  their  militaiy  commission  and  pursue  any  of  the 
vocations  of  civil  life,  yet  this  Academy  is  intended  to  be  essentially  a 
military'  school,  and  the  ^jr/m«n/  ^^  object s^^  of  its  establishment  are 
solely  militaiy. 

So  regarding  these  "objects,"  I  must  presume  that  Congress  and  the 


MILITARY    ACADEMY    AT    WEST   POINT.  26T 

Federal  Executive,  by  tbe  institution  of  a  Spanish  professorship  here, 
entertained  the  opinion  that  ollicers  of  the  Army  of  the  United  States, 
knowing  how  to  translate,  write,  and  converse  in  Sjyanish.,  would  be 
better  enabled  to  render  valuable  service  to  the  country  as  soldiers  than 
if  ignorarit  of  such  language.  The  time  is  too  short  to  secure,  to  the 
desirable  extent,  these  (lualitications, 

I  do  wot  presume  to  be  cognizant  of  all  the  different  and  various 
reasons  and  motives  that  may  have  i)rompted  the  Federal  legislative 
and  executive  authorities,  having  charge  of  the  government  of  the 
United  States,  to  establish  the  Spanish  professorshi[)  here,  and  which 
has  caused  such  general  approval  of  that  measure  by  the  i)eople  of  the 
United  States,  to  which  this  institution  belongs;  but  some,  which  it 
maybe  presumed  has  intluenee,  can  be  readily  adverted  to.  I  have 
addressed  to  the  Hon.  Jefferson  Davis,  president  of  this  Commission, 
a  brief  memoir  in  relation  to  the  importance  in  a  military  point  of  view 
of  the  Spanish  language  to  the  cadets  at  this  institution;  and,  if  it  be 
not  deemed  inappropriate  to  the  matters  in  relation  to  which  the  queries 
have  been  j^ropounded,  and  which  I  am  now  answering,  I,  beg  that  it 
may  be  considered  in  relation  with  these  answers.  1  have  no  hesitation 
in  expressing  the  confirmed  conviction  that  the  study  of  the  Spanish  at 
this  Academy  ought  not  to  be  curtailed  either  with  respect  to  the 
number  of  lessons,  the  time  devoted  to  their  acquisition  in  quarters,  or 
to  their  recitation  in  the  section  room,  where  alone  the  necessary  oral 
instruction  can  be  given.  On  the  contrary,  I  believe  the  number  of 
lessons  and  the  time  for  study  and  recitation  should  be  increased.  Any 
modifications  or  changes  that  may  look  to  a  redaction  of  the  time  at 
})resent  allotted  to  the  study  of  Spanish  by  the  third  class  (now  less 
than  one  and  a  half  hours  each  recitation  day)  would  defeat  the  ends 
for  which  this  language  was  added  to  the  course  of  studies. 

With  respect  to  the  time  allotted  in  the  third  class,  the  hours  of 
recitation  and  oral  instruction  (eleven  to  one  and  three  to  four)  should 
not  be  altered.  But  one  hour  is  devoted  to  each  section,  and  less 
would  not  suffice.  In  addition  thereto,  in  reply  to  that  part  of  this 
question  liaviug  reference  to  the  mode  and  character  of  any  extension 
]»roposed  by  me,  I  would  respectfully  suggest  that  the  cadets  of  the 
second  chiss  should  be  allowed  an  hour  i)er  day  for  stud]/,  and  an  hour 
1  er  day  f\)r  recitation  in  Spanish,  at  such  time  of  the  day  as  may  not 
iiiterfere  with  more  important  studies.  Tlie  "e.rfe«.s'?ort"  now  proposed 
would,  to  be  sure,  double  my  duties  and  that  of  my  assistants,  but  I  should 
be  satisfied.  Two  years  intervene  between  the  close  of  a  cadet's  Spanish 
studies  and  his  final  examination  under  the  present  arrangement,  for  he 
is  not  required  to  practice  speaking  or  writing  Spanish  after  the  thiid 
year,  and  it  may  well  be  conceived  that  what  he  may  have  learned 
wouhl,  in  a  great  degree,  be  lost  in  exctlnsive  devotion  to  other  subjects 
during  this  interval.  Every  one  knows  that  a  foreign  language  acquired 
by  study  at  school,  and  of  wliich  the  lessons  are  neither  extensive,  nu- 
merous, nor  loiig  continued,  is  not  so  readily  retained,  without  such  prac- 
tice, as  the  exact  sciences,  tlie  lules  of  whi(;h  once  tliorouglily  learned  are 
rarely  forgotten.  The  extension  proposed  would  remedy,  in  a  great 
measuie,  the  evil,  by  removing  the  long  interval  between  tlie  study  and 
the  practical  use  of  the  language  after  graduation.  The  chief  exer- 
cises for  the  second  class  should  l)e  in  Si)anish  composition,  translations 
of  Spanish  into  English,  of  English  into  S])anish,  and  in  reading,  in  order 
to  perfect  pionunciation,  l)ooks  of  unquestioned  "  philolo,i;i<rai  merit'^ 
and  of  undisi)uted  "  practical  value"  in  Spanish  and  iMtglish  literatnrey 
as  well  as  of  the  Spanish  language.     If  my  suggestions  cannot  be  carried 


268  MILITARY    ACADEMY    AT    WEST    POINT. 

into  t'lVt'ct,  1  liojn'  tliat  (liiiiii^f  tlic  tour  nioiitlis  of  the  liist  term  lessons 
tor  the  stinly  ot  S|):iiiisli,  ;is  now  iirrant^cd,  nia.\'  l>e  iiicieasetl  to  tloili/ 
le.^isoiisin  lien  of  tri-wc'eUly.  as  they  now  arc. 

111.  As  to  "the  nictlidtl  of  instructioi*  pursued  in  your  [niy|  depart- 
ment," it  is  as  follows: 

At  tlie.  eoniinencernent  of  the  lirst  teiin  of  the  study  of  Spanish  eacli 
cadet  of  the  third  class  is  supplied  with  the  books  mentioned  in  the 
"synojKsis  of  the  course  of  stuilies  of  the  i\.(;adeniy,"  to  be  found  at  the 
end  ot  the  "Otlicial  K'ejiister  of  Otlicers  and  Cadets,"  annually  pnl)- 
lished.  They  are,  as  there  stated,  -'■  Josnels  Grannnar,"  Moralt'n  Pro- 
gressive h'eader,^^  and  •'  OUendorjPs  Oral  Method  applied  to  the  i:>j>anish  by 
Velaz(}uez  and  ISimoiine.^^  To  these  should  be  added  "  Velazquez's  Spttn- 
ish  aud  Enfjlisli^  and  English  and  iSp((nish  Pronunciation  Dictionar}/,^'  not 
uaincil  in  tlie  said  list. 

It  has  been  intimated  by  those  to  whom  the  highest  deference  and 
respect  are  due,  that  these  books  of  instruction  are  not  the  best  that 
oould  be  procured  for  the  use  of  tlie  cadets  here,  and  that  they  jiossess 
"little  of  jihilological  merit  and  but  moderate  jiractical  value  as  helps 
to  instruction,"  and  that  "  a  difl'erent  and  more  extensive"  system  of 
grammar  and  reading  lessons  sliouhl  be  '-introduced,  and  new  text- 
books prepared." 

1  would  respectfully  request  the  honorable  the  Commission  to  read  a 
letter  that  1  have  addressed  to  the  honorable  the  Secretary  of  AVar, 
dated  the  same  day  as  these  answers,  relating  to  said  ''  text-books," 
and  stating  particularly  the  portion  of  Jossers  Grammar  and  OUendorfs 
system  which  1  do  not  use,  and  those  portions  which  I  do  ;  and  showing 
also  that  1  was  constrained  by  the  decision  of  the  Academic  Board  to 
adoi)t  fJosse's  Grammar  against  my  judgment,  and  thereby  precluded 
from  adopting  an  additional  book  for  reading  and  translating  exer- 
cises; and  whi<;h  letter  also  contains  an  offer,  by  me,  to  prepare  proper 
lessons  lor  instruction  in  Spanish  for  the  use  of  the  cadets,  free  from 
charge,  if  the  same,  upon  being  ap|)roved  by  the  War  Department,  be 
printed  (in  sheets  or  in  a  volume)  exclusively  for  the  Academy  at  pub- 
lic cost. 

I  am  confident  that  every  well-informed,  ex])erieuced,  and  unpreju 
diced  tutor  of  Spanish  to  American  pupils  will  unhesitatingly  decide 
that  the  "  text-books"  or  "  books  of  instruction"  which  are  used  here 
(excei)ting  Jesse's  Grammar)  icere  the  best  that  could  be  had.  in  1857, 
arid  even  now,  for  teaching  Spanish  to  cadets  (who  possess  more  intel- 
ligence and  aptness  than  most  other  pupils,  and  are  more  than  IDyear^ 
of  age),  when  it  is  considered  they  aie  limited  to  less  than  183  lessons 
in  number,  all  within  nine  months,  and  only  of  one  hour,  or,  at  most,  an 
hour  and  a  half  for  study,  and  one  hour  for  class  recitation  and  "  oral'' 
instruction  according  to  Ollendorff's  system. 

To  find  fault  with  any  system  devised  by  human  intellect  is  easy,  even 
to  persons  not  the  most  competent  to  judge.  The  most  sacred  things 
do  not  escape  the  invidious  carpings  of  presumptuous  man.  This  dis- 
position is  a  \ice  of  our  nature.  But  in  this  matter,  for  any  of  the  de- 
fects and  imperfections  of  the  these  text-books,  I  am  not  responsible.  I 
<lid  the  best  I  could  do  under  the  circumstances,  and  my  judgment  was 
controlled,  arid  I  teas  constrained  to  acquiesce  in  the  continued  use  of  one 
that  I  ohj.cteH  to.  In  t\\i  outsat  of  my  carder  as  professor  here  it  would 
have  exuibited  consummate  vanity  for  me  at  once  to  have  offtired  to  pre- 
pare lessons  as  I  have  suggested,  and  which  my  subsequent  experience, 
1  believe,  will  now  justify  me  in  attempting. 

As  to  the  details  of  the  -'■  method  oi  instruction"  I  have  practiced, 


MILITARY    ACADEMY    AT    WEST    POINT.  269 

I  considered  from  the  first  that  the  Lancasterian  mode  of  recitation  by 
a  class  of  several  scholars  siniultaneonsly,  and  in  cadenced  measure 
and  tones,  thou,i?h  mncli  landed  hy  some  (and  it  is  certainly  caleu- 
lated  to  i)lease  a  lazy  and  careless  tutor  and  may  he  useful  in  teaching 
small  children  to  spell  and  read  their  oini  laujiuaiie),  is  totally  unfit  to 
be  practiced  in  teachinji;  wfnrcUin  lanj:na*:je  to  cadets,  or  other  like  ca- 
pable scholars.  If  errors  of  pronunciation  of  a  word  by  every  s(diolar 
could  be  detected  by  the  teaclier  they  couUl  only  be  corrected  by  stopping 
tbe  entire  class  to  instruct  each  member  of  it  when  he  committed  sucli 
blunder,  t^uch  exercises  woidd  be  derided  by  c;idets  as  tendinjrto  make 
them  appear  ludicrous.  Yet,  the  adoption  of  that  system  lias  its  advo- 
cates. So,  also,  the  delivery  ot  formal  written  lectuies  or  essavs  by 
teachers  is  a  favorite  mode  ()f  teaching  by  some,  and  perhaps  in  the 
science  of  law,  in  the  teaching  of  i)upils  for  the  church,  and  in  some 
few  other  branches  of  learning,  it  is  the  best  mode,  but  for  instruction 
in  any  i)racticiil  art,  or  in  teaching  of  a  foreign  languajje,  it  is  a  wortli- 
less  mode.  It  may  gratify  the  egotism  of  the  lecturer,  but  even  if  his 
essays  are  interesting  in  style  and  matter,  and  well  deliveied,  their  ef- 
fect is  ephemeral ;  ami.  if  inferior  in  composition  or  delivery,  or  if  the 
subject  is  a  dull  one,  the  pui)il  is  |)rone  to  sleep,  or,  if  awake,  to  l)e  in- 
attentive, and  in  after  times  remembers  them  only  with  disgust. 

In  my  section  room  generally  some  of  the  cadets  are  re(piired  to 
rehearse  i)art  of  their  S|)anish  lesson  ;  others  to  write  different  parts  on 
the  blackboards  at  the  same  time;  others  are  directed  in  sanu»  ways 
to  conjugate  verbs  or  decline  nouns  or  other,  parts  of  speech,  whilst 
others  translate  Spanish  into  iMiglish  or  viea  vtirsa,  according  to  the 
lessons  prescribed.  Heading  in  Si)anish  is  practiced  in  the  section 
room  by  cadets  almost  every  day  after  they  are  sufficiently  advanced, 
but  it  is  amongst  the  later  lessons.  The  instructor  has  to  attend 
closely  to  the  detection  and  correction  of  mistakes,  to  the  giving  of 
such  explanation  as  nuiy  be  necessaiy.  Pronunciation,  which  no  book 
can  give,  is  made  the  special  care  of  the  instructor.  If  the  i)upil  is 
intelligent  he  may  find  most  other  information  in  the  books  of  instruction. 
My  experience  has  taught  me  that  this,  though  the  n»ost  laborious,  is 
by  far  the  most  important  part  of  my  duty. 

It  will  be  seen  that  if  the  twelve  cadeis  of  one  section  were  all  ex- 
amined, or  all  recite*!,  or  used  the  black-boards  separately  and  in 
rotation,  each  one  would  have  but  five  minutes  of  the  allotted  hour. 
Hence  each  one  is  directed  to  <lo  something  that  no  other  one  is  doing, 
relating  to  the  lesson,  and  all  are  engaged  at  the  same  time,  each  re- 
ceiving oral  instruction  from  the  instructor  respecting  his  own  part : 
and  there  is  also  always  such  oral  instruction  to  the  entire  class,  having 
reference  to  the  lesson  in  hand,  and  to  the  etymology,  orthography, 
syntax,  and  other  i)arts  of  grammar,  composition,  and  structure  of  the 
language,  and  especially  of  lyronunoiation. 

The  improvements  I  suggest  in  the  "^method"  of  instruction  are 
limited  to  the  exclusion  of  Josse's  Grammar,  the  continuance  of  "Ollen- 
dorff's Grammar"  (by  Velazquez  and  Siinounc")  as  the  .so/e  grammar  to 
be  used,  the  continuance  of  "  Morale's  Keader,"  and  also  of  Velaz(|uez's 
Dictionary;  and  if  adilitional  time  is  alloa-ed,  as  suggested  in  the  an- 
swers, the  adoption  of  an  additional  reader  by  some  api>roved  lS|)anish 
author;  or  in  any  event,  if  desired,  the  preparation  by  me  of  lessons 
adai)ted  to  cadets,  as  I  have  stated  in  my  letter  to  the  honorable  Secre- 
tary of  War. 

As  to  the  precise  conduct  or  routine  of  the  recitation,  of  rehearsals,  or 
as  to  the  particular  mode  of  the  oral  instructions,  the  professor  atul  his 


270  MILITARY    ACADEMY    AT    WEST    POINT. 

assistants  can  host  ilecide  upon  tlio  samo,  at  the  time  and  under  the 
i'iKMiinstanccs  that  may  exist,  adheriiiii  fjcncially  to  tiie  rules  heretofore 
I)ra('tic('d,  and  which  have  resulted  so  henelicially. 

1\'.  In  my  answeis,  ^iven  above  to  previous  ([ueslions,  T  have  fully 
stated  my  views.  These  comprise  the  only  response  I  can  make  to  the 
in<piiry  as  to  what  practical  instruction,  jjiven  by  me,  shoidd  be  "  cur- 
tailed "or  "extended."  It  will  be  s'en  that,  in  my  judjiinent,  "Josse's 
(irammar"  may  be  dispensed  with,  and  the  lessons  ^iveii  from  it  may 
betaken  from  those  ])ortions  of  \'ela/.<pn'z  and  Simoun(''\s  Ollendoitf's 
UQW  omitted.  It  will  be  seen,  also,  that  if  atlditional  time  is  allowed 
for  the  study  of  Spanish  by  rhe  cadets  in  the  fourth  year  of  iheir  term 
(i.  e.  the  second  class)  an  additional  rea<ler  could  be  introduced,  from 
which  translalions  of  the  best  character  could  be  made,  in  addition  to 
those  to  be  found  in  Morale's  Header.     (  FjV/t^  ante  questions  11  and  III.) 

V.  Tlie  pupil  should  devote  at  least  two  hours  to  the  study  of  each 
lesson.  There  would  bo  neither  increase  nor  diminution  of  this  by 
the  moditications  proposed.  Km-Ai  cadet  is  one  hour  in  the  recitation 
room  when  recitinji  Spanish,  and  the  time  actually  occupied  in  recita- 
tion, <lepeuding  upon  the  number  of  the  section,  is  generally  about  five 
minutes. 

VI.  >\Iy  answers  to  previous  (]uestions  fully  state  the  number  of  hours 
each  cadet  is  "  occupied  ilaily  iii  recitation  and  in  the  section  room,'' 
viz:  one  hour  eveiy  otiier  day  for  tour  months,  and  one  hour  every  day 
for  tive  months,  always  of  course  excluding  the  Lord's  day,  and  in  actual 
recitation  about  tive  minutes;  ajid  they  show,  also,  that  it  is  presumed 
that  each  cadet  occupies  from  an  hour  to  an  hour  and  a  half  for  each 
recitation  day  in  the  stutiy  of  his  lesson  at  his  quarters. 

YII.  I  do  not  think  the  '' time  nor  amount  of  study  "  heretofore  re- 
quired in  my  department  is  such  as  to  "  overtask  the  student,  even 
regard  being  had  to  the  demands  made  upon  him  by  the  other  depart- 
ments at  the  same  time,"  so  far  as  1  am  acquainted  with  the  character 
and  amount  of  the  deuiamls  last  mentioned.  Attending  to  my  own 
functions  exclusively,  and  indeed  carefully  avoiding  any  oflicious  in- 
terme<l(lliiig  with  those  of  the  other  professors,  which  course  I  deemed 
would  best  enable  me  to  ftilhll  my  own  duties  properly,  1  confess  that 
1  am  not  particularly  well  informed  as  to  all  the  details  of  such  de- 
mands; nor  do  1  know  fully  the  extent  or  character  of  the  additional 
requirements  pro|)osed  to  be  made  of  cadets  in  reference  to  those  other 
dei)artments.  Certainly  I  think  it  must  be  conceded  that  the  routine 
of  study  required  from  a  cadet  during  the  whole  five  years  of  his  edu- 
cational probation  here  is  tolerably  severe,  but  not  more  so  than  exists 
in  schools  of  like  character  and  in  the  best  collej;es  and  universities  in 
Europe  and  in  this  country.  Without  a  great  deal  of  previous  reflec- 
tion upon  the  subject,  I  have  heretofore  acquiesced  in  the  suggestion 
made  b}'  others,  that  the  course  of  study  here  mi^iht  be  reduced  to  four 
years;  l)ut  more  matuie  consideration  has  induced  the  opinion  that, 
insomuch  as  such  change  would  necessaiily  require  the  imposition 
ui»on  cadets  of  still  more  severe  labor  and  strict  continement  to  studies, 
tending  to  overtask  him  mentally  and  physically,  or  else  a  relaxation 
of  the  requirements  as  to  amount  ot  ac(iuirement  in  the  ditferent  sub- 
jects of  study,  su(;h  change  wouKi  be  unfortunate  for  the  cadets  and  de- 
leterious to  the  institution  and  to  the  country.  Tiie  education  (mditary 
and  general)  which  the  cadet  would  acquire  here  in  such  decreased 
time  would  certainly  be  less  thorough  than  at  present.  The  reputation 
of  the  institution  would   decrease  in  pro[)ortion  to  the  superficiality  of 


MILITARY    ACADEMY    AT    WEST    POINT.  271 

the  education  of  its  Aleves,  and  the  country  would  not  receive  the  same 
benefit  from  such  lin)ited  knowledge  by  its  officers,  educated  for  its 
service  and  at  its  cost. 

VIII.  I  do  not  tliink  the  time  or  amount  of  study  required  in  my 
department  on  the  part  of  cadets  is  such  as  to  "overwork  "  them,  nor 
have  1  ever  witnessed  any  "indication  of  weariness''  in  cadets  as  to 
such  study,  nor  do  I  think  the  extension  proposed,  as  above,  by  me  wouhl 
have  such  effect.  I  express  this  opinion  contidently,  as  1  am  entirely 
Siitistied,  from  the  conduct  of  my  pui)ils  and  the  repeated  declarations 
of  some  of  them,  that  it  is  by  most  of  them  regarded  as  an  easy  study, 
and  by  no  means  so  unpleasant  as  some  others.  In  fact,  not  a  few 
appear  to  be  hij^hly  i)leased  with  and  take  a  great  interest  in  such 
study,  and  henc  e  it  is  that  1  have  accounted  for  their  extraordinary 
])rotieiency  at  the  January  and  June  examinations,  "  considering  the 
limited  facilities  of  study  allowed  them."  General  observation  and 
experience  have  induced  the  opinion  that  when,  from  the  character  (tf 
the  study,  it  is  not  only  difficult,  but  unattractive  and  uninteresting, 
and  when  the  student  does  not  ])erceive  any  utility  U)  be  derived  iVom 
it  at  a  future  time  to  himself,  "indications  of  weariness,"  and  even  of 
being  overworked,  are  likely  to  show  themselves  in  a  greater  degree 
than  would  result  from  a  greater  auiount  of  mental  and  physical  exer- 
tion and  labor,  ajid  longer  time  employed  in  study,  which  is  agreeable 
and  pleasant.  But  I  do  not  think  that,  in  respect  to  cmy  of  the  studies 
here,  cadets  exhibit  more  dissatisfaction  than  usually  is  to  be  found 
among  students  in  public  seminaries,  iu  relation  to  some  branches  of 
their  studies,  if  as  much. 

I  shall,  1  trust,  be  excused  for  the  expression  of  my  ardent  gratifica- 
tion that,  since  I  have  been  professor  of  Spanish  here,  I  have  not  wit- 
nessed tlie  slightest  manifestation  of  repugnance  by  any  cadet  to  the 
method  pursued  by  me  for  their  instruction  in  Spanish,  nor  dissatisfac- 
tion with  the  works  used,  nor  any  disinclination  to  such  study,  but  that 
all  have  appeared  to  appreciate  it^  importance  to  themselves,  and  to  be 
iuduenced  by  honorable  emulation  to  excel  in  it,  and  to  be  aware  that 
the  brief  time  allowed  for  such  study  created  a  necessity  for  their  con- 
tinued application  to  it  after  the  expiration  of  such  time,  in  order  to  at- 
tain and  retain  uselul  prohcieucy  iu  the  language. 

IX.  1  am  required,  by  this  question,  to  suggest  any  modifications  or 
changes  respecting  the  course  of  instruction  at  this  Academy  not  em- 
braced in  my  foregoing  answers  that  would,  in  my  opinion,  conduce  to 
the  accomplishment  of  the  objects  of  its  establishment.  I  have  pre- 
sumed that  this  question  was  not  designed  to  extract  any  mere  opinion 
of  mine  as  to  the  mode  and  method  of  teaching  pursued  here  by  any  of 
the  other  professors  in  any  of  their  departments,  but  that  I  was  ex- 
pected to  state  fully  as  to  my  own.  The  task  of  reporting  upon  n)y  fel- 
low professors  would  be  an  indelicate  and  invidious  one,  and  being  with- 
out that  peculiar  and  superior  knowledge  ot  the  subjects  intrusted  to 
them  to  teach,  and  the  best  modes  of  tea(;hing  them,  I  should  respect- 
fully decline  such  task.  I  am  persuaded  that  the  Ijonorabie  Commission 
wouid  regard  all  such  criticisms  and  animadversions,  if  in  any  degree 
volunteered,  as  unworthy  and  censurable.  Nor  would  this  honorable 
Commission  tail  to  distinguish  between  answers  given  to  the  queries 
propounded  from  a  conscientious  sense  of  duty,  and  those  eagerly  given 
as  snch  res[)oiise  and  for  which  the  qu«'ries  are  avaded  of  merely  as  a 
pretext  and  shield.  I  refrain,  therefore,  from  making  any  such  sugges- 
tiojis. 

May  I  be  permitted  to  state,  in  conclusion,  that  I   regard  the  convo- 


272  MILITARY    ACADEMY    AT    WEST    POINT. 

cation  of  this  Commission  as  most  anspieions  for  the  future  welfare  and 
reputation  of  this  Academy,  lor  it  run  ascertain  and  siiofffest  for  adop- 
tion sucii  nicasiiros  as  tnay  tend  to  secure  the  continuance  of  its  repu- 
tation as  one  of  the  first  military  schools  in  the  world. 
l\espcctfullv  submitted. 

P.  DE  JANON, 

Proftasof  of  Spanish. 
Lieut.  J.  (MvEs, 

Secret  (try  to  Conimissiou. 


MILITARY   ACADEMY   AT    WEST    POINT. 


273 


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UNIVERSITY 


274  MILITARY    ACADEMY    AT    WEST    POINT. 

Respectfully  referred  to   Lieiitenaut  Ives,  Secretary  of  the  United 
States  Militarv  Academy  Coimnission. 

W.  J.  HAllDEE, 
JAcut.  Col.  V.  S.  A.,  Commandant. 
West  Point,  August  2,  ISCO. 

Respectfully  returned,  by  direction  of  the  Commission,  to  Colonel 
iJardee,  with  the  request  that  a  detailed  statement  may  be  furnished 
of  the  exact  number  of  dishes  that  is  supplied  upon  each  day,  at  the 
diftiM'cnt  meals,  to  the  cadets,  which  dishes,  among  those  herein  spec- 
ilietl,  are  most  commonly  selected  as  the  fare,  and  by  whom  the  selec- 
tion is  made. 

J.  C.  IVES, 
»  First  Lieut.  Top.  Eng^rs,  Secretary. 

West  Point,  X.  Y.,  August  3. 


The  purveyor  of  the  cadets'  mess  commons  is  governed  by  a  general 
bill  of  fare,  made  or  sanctioned  by  the  Superinteudent  of  the  Academy. 

The  one  adopted  several  years  ago  is  the  one  still  in  force,  with  the 
exception  of  the  additions  of  several  dishes.  These  additions  have 
from  time  to  time  been  made  by  the  purveyor,  but  always  by  the  tacit 
or  implied  permission  or  direction  of  the  Superintendent.  The  selec- 
tion of  specified  dishes  for  the  day  or  meal  is  made  by  the  purveyor, 
under  the  regulations,  and  depends  mainly  upon  the  practicability  of 
obtaining  the  supply — a  proper  regard  being  had  to  sanitary  conditions 
connected  with  the  articles  to  be  used.  Milk,  eggs,  and  vegetables 
(excepting  potatoes)  are  obtained  fresh  and  daily  from  the  dairy  and 
garden  appropriated  to  the  use  of  the  commons,  and  the  cost  of  raising, 
cultivating,  &c.,  is  paid  by  the  cadets  in  the  amount  of  charges  for 
board. 

The  amount  of  any  dish  used  is  limited  by  the  amount  that  is  sup- 
posed will  be  consumed ;  and  is  changed  from  time  to  time,  as  may 
become  necessary,  by  the  directions  of  the  purveyor. 

breakfast. 

Coffee,  milk,  sugar,  bread  and  butter,  always  given  daily. 

Rolls  (number  limited  to  one  each  cadet)  every  day  except  Monday 
and  Tuesday. 

Hominy  or  samp,  boiled,  every  Sunday  and  Tuesday. 

Hot  corn  bread,  with  molasses,  every  Monday. 

Hashed  meat  and  potatoes,  every  day  except  Sunday  and  Tuesday, 
(as  a  substitute  for  cold  meat — preferred  by  the  cadets). 

Cold  cut  meats,  every  Sunday  and  Tuesday. 

Boiled  eggs,  every  Sunday  when  practicable. 

Tomatoes,  cut  and  vinegared,  daily  when  in  season  and  practicable. 

Radishes,  daily  when  in  season  and  practicable. 

Cucumbers  (green),  cut  and  vinegared,  daily  when  in  season  and 
practicable. 

Young  onions,  daily  when  in  season  and  practicable. 


MILITARY    ACADEMY    AT    WEST    POINT.  275 

DINNER. 

Sunday,  Tuesday,  and  Thursday — 

Roast  beef— the  standard  dish  for  these  days — frequently  one  of 
the  other  specitied  dishes,  lauib,  veal,  or  ham,  is  substituted ; 
occasionally  two,  as  beef  and  lamb,  beef  and  veal,  or  beef  and 
ham.  Two  dinners  of  turkey,  and  one  of  three,  beef,  veal,  or 
lamb,  and  ham  dishes,  are  furnished  in  the  year ;  with  dessert 
of  mince  pies. 

Potatoes,  rice,  and  beets,  or  pickled  cucumbers,  always  on  the 
above  days.  The  other  vegetables  specified  in  the  bill  of  fare 
ure  given  in  their  season,  generally  one,  frequently  tico,  and  oc- 
casionally three,  according  to  the  supply. 

Bread,  sirup,  and  gravy,  always. 
Monday  and  Saturday — 

Boiled  corned  beef,  the  standard  dish ;  frequently  boiled  salt  pork 
or  ham  is  given  with  the  corned  beef. 

Pea  or  bean  soup,  every  Monday  (an  addition  to  the  old  bill  of 
fare). 

Potatoes  and  beets,  and  one  other  vegetable  of  those  specified, 
always;  frequently  two  on  the  above  days. 

Bread  and  butter,  always. 

Puddings  (corn  meal,  bread,  or  rice),  with  sirup,  always. 
Wednesday — 

Boiled  fresh  beef,  beef  (vegetable)  soup,  always. 
Potatoes  and  beets,  and  one  other  vegetable,  always. 
Bread,  butter,  and  puddings,  with  sirup,  always. 
Friday — 

Fresh  fish  (when  it  can  be  procured;  when  not,  a  beef  or  ham  din- 
ner is  substituted). 

Baked  pork  and  beans,  always  (an  addition  to  the  old  bill  of  fare). 

Butter, always  when  fish,  corned  beef,  or  ham  is  supplied;  gravy 
when  roast  beef. 

Potatoes,  beets,  and  rice,  and  one  other  vegetable,  specified  in  the 
bill  of  fare,  always  ;  frequently  two  other  vegetables. 

Bread  and  sirup,  always. 

SUPPER. 

(Joflee,  milk,  and  sugar;  bread  and  butter  always. 
Warm  buns,  every  Wednesday. 

Berries,  three  or  four  times  per  week  during  their  season. 
Stewed  apples  or  pears,  three  or  four  times  per  week  during  the  fall 
and  winter. 

Stewed  rhubarb,  three  times  per  week  during  its  season. 
Respectfully  submitted, 

W.  J.  HARDEE, 
Lieut.  Col.  U.  S.  Engineers,  Commandant. 


276 


MILITARY    ACADEMY    AT    WEST    POINT. 


Statement  of  the  amount  of  prorisions  comnmed  in  tico  mo7iths,  the  avei'- 
afje  consumption  per  cadet,  per  diem,  and  per  issue,  for  the  two  months 
of  May  and  June,  18G0. 

The  average  number  of  cadets  present  two  months  each 246 

The  average  number  of  employes  present  two  mouths  each 30 

Total 276 


Articles. 


Beef,  fresh pounds. . 

Beef,  salt do i 

Veal do  — 

Lamb do 

Pork,  salt  (with  ham,  fish,  (fee.) do 

Ham,  smoked do 

Fish,  fresh do 

Bread do 

Corn  meal do  — 

Flour,  Graham do 

Flour,  white do 

Hominy do 

Eice do 

Beans,  dried quarts.. 

Pease,  dried  (for  soup) do 

Butter, pounds.. 

Eggs number. . 

Lard pounds.. 

Milk quarts. . 

Coffee,  roasted pounds.. 

Tea,  black  and  green do 

Snear,  brown  and  white do 

Molasses quarts.. 

Vinegar do 

Asparagiis pounds.. 

Beet  tops do 

Lettuce do 

Rhubarb do 

Spinach do 

Cucumbers,  pickled number.. 

Beets pounds. . 

Carrots  (for  soup) do 

Potatoes do 

Onions  (for  soup) do 

Horseradish d2 


Amonnt 

Average  per  cadet  and  emploj-6  (276). 

Daily  issue. 

Per  61 

Per  day. 

days. 

Day«. 

Amonnt 
each  day. 

6,799 

24.  6340 

.  403836 

31 

.  794645 

3,692 

13.  3768 

.219292 

17 

.  786870 

615 

2.  2282 

. 036529 

3 

.  742753 

236 

.8551 

. 014017 

1 

.  855072 

316 

1. 1449 

.  018769 

9 

.  127214 

Sr^l 

3.2283 

.  052922 

4 

.  807065 

519 

1.  8804 

.  030827 

5 

.  376087 

20,886 

75.  6739 

1.  240.'j56 

61 

1.  240556 

744 

2.  6956 

.  044191 

8 

.  336950 

786 

Made  into 

bread. 

14,  250 
520 

do 

1.  8840 

.  030886 

17 

. 110827 

1,015 

3.  6775 

.  06028-( 

35 

. 105072 

160 

.5797 

.  009503 

11 

.  052701 

48 

.1739 

. 002851 

4 

.  043478 

3,256 

11.  7971 

.  193395 

61 

.  193395 

2,035 

3 

1  and  2  when 

for  table. 

46 
4,110 

.1667 
14.  8913 

. 002732 
.  244120 

61 

.  244120 

920 

3.  3333 

.  054645 

61 

.  054645 

15 

.0543 

For  hospital 

&,  employes. 

3,664 

13.  2754 

.  217629 

61 

. 217629 

1,045 

3.  786-2 

.  062069 

61 

.  062069 

276 

1.  0000 

.  016394 

61 

.  016394 

222 

.8043 

.  013186 

4 

.  201087 

397 

1.  4384 

.  023580 

10 

.  143841 

244 

.8841 

.  014493 

10 

.  088406 

418 

1.  5145 

.  024828 

7 

.  216356 

519 

1.  8804 

.  030827 

10 

.  188040 

236 

.8551 

.  014017 

2 

.  427586 

931 

3.  3732 

.  055300 

61 

.  055300 

35 

.1268 

.  002080 

16, 112 

58.  3768 

.  957000 

61 

.  957000 

14 
20 

.0507 
.0725 

.  000831 
.  001188 

1 

.  072464 

J.  BRATT,  Purveyor. 
"West  Point,  K  T.,  August  13,  1860. 

August  15, 1860. 

Kespectfully  forwarded  for  the  information  of  the  United  States  Mili- 
tary Academy  Commission. 

W.  J.  HAEDEE, 
Lieut.  Colonel,  Commandant. 


yVATERVLIET  ARSENAL, 

July  30,  1860. 
Sir  :  I  have  to  acknowledge  the  receipt  of  your  letter  of  the  18th 
instant,  requesting  my  views  as  to  the  changes  which  may  be  desirable 


MILITARY    ACADEMY    AT    WEST    POINT.  277 

in  the  organization  and  course  of  instruction  of  the  Military  4-cademy, 
for  the  use  of  the  Couimission  of  which  you  are  the  secretary. 

As  this  Commission  has  been  appointed  with  reference  to  new  legis- 
lation on  the  subject  of  the  Academy,  all  questions  relating  to  it  are 
open  to  consideration. 

OEaANIZATION. 

Under  this  head  the  question  has  been  often  agitated,  whether  the 
Academy  should  continue  to  be  formed  of  the  Corps  of  Engineers,  as 
now  provided  by  law,  or  should  be  disconnected  from  any  special  corps. 
Practically,  the  law  which  directs  that  the  Corps  of  Engineers  shall  be 
stationed  at  West  Point  has  become  a  dead  letter,  and  cannot  be  carried 
out,  as  the  proper  performance  of  the  duties  of  the  Chief  Engineer 
seems  to  require  that  he  should  be  stationed  at  the  seat  of  goveriiment. 
The  question  with  regard  to  the  Academy,  therefore,  resolves  itself 
nearly  into  the  inquiry,  whether  the  appointment  of  Superintendent 
should  be  made  exclusively  from  the  Corps  of  Eogiueers,  or  be  thrown 
open  to  selection  from  other  corps. 

When  the  first  great  improvement  of  the  Military  Academy  com- 
menced, under  the  able  management  of  its  most  distinguished  Super- 
intendent, Colonel  Thayer,  that  ofdcer  recommended  that  the  appoint- 
ment of  Superintendent  should  be  thrown  open  to  the  whole  Army; 
and  his  recommendation  was  concurred  in  by  General  Bernard  and 
Colonel  McRee.  But  this  was  in  1817,  and  I  think  it  probable  that  the 
opinions  of  these  officers  might  be  different  at  this  time.  The  Army 
and  its  oflScers  were  then  held  in  high  consideration  for  their  recent 
services,  and  the  administration  of  military  affairs  was  but  little  afifected 
by  the  interference  of  party  politicians.  This  has,  unfortunately,  ceased 
to  be  the  case  now;  and  it  may  be  considered  fortunate  for  the  Academy 
that  the  law  has  imposed  a  restriction  in  the  choice  of  its  Superintend- 
ents. The  "  es2}rit  du  corps  "  will  naturally  stimulate  the  officers  selected 
for  this  position  to  preserve  the  high  character  of  the  institution,  and 
to  oppose  doubtful  experiments  in  its  management. 

The  officers  of  the  Corps  of  Engineers  are  selected  from  the  most 
distinguished  graduates  of  the  Academy ;  and  although  academic  dis- 
tinction does  not,  in  all  cases,  guarantee  the  possession  of  the  good 
common  sense  and  administrative  ability  which  are  necessary  qualifi- 
catious  for  an  able  Superintendent  of  the  Academy,  I  think  that  the 
•  personal  history  of  the  Corps  of  Engineers  may  be  safely  appealed  to  in 
proof  that  these  qualities  are  at  least  as  likely  to  be  found  among  those 
distinguished  for  other  mental  attainments  as  among  any  other  class  of 
men. 

It  has  been  suggested  that  the  field  of  selection  for  Superintendent 
might  be  advantageously  enlarged  by  extending  it  to  the  "  three  scien- 
tific corps" — meaning,  I  suppose,  the  Engineers,  Topographical  Eugin- 
■  eers,  and  Ordnance. 

But,  to  say  nothing  of  the  invidious  exclusion  of  the  other,  and  the 
largest  part  ot  the  Army,  which  such  an  arrangement  would  cause,  I 
think  that  this  extension  would  not  effect  the  principal  object  which 
might  make  such  a  measure  desirable — that  of  infusing  into  the  Acad- 
emy the  military  spirit  and  practical  instruction  derived  from  active 
service  with  troops  in  the  field.  This  object  may,  perhaps,  be  now  at- 
tained by  means  of  the  faculty,  which  the  local  rank  of  the  instructor 
of  tactics  gives,  to  select  an  officer  of  experience  from  the  line  for  that 
position:  while  the  like  provision  with  regard  to  the  rank  of  the  Super- 


278  MILITARY    ACADEMY    AT    WEST    POINT. 

iiittMulent  removes  most  of  the  difficulties  formerly  resulting  from  the 
selection  ueing  restricted  to  the  Corps  of  Engineers. 

Another  important  (piestion  of  organization  relates  to  the  appoint- 
ment of  i)rofessors.  The  law  provides  that  they  may  be  officers  of  the 
Corps  of  Engineers ;  but  in  practice  for  many  years  past  they  have  been 
required  to  give  up  their  other  commissions  in  the  Army,  on  receiving 
that  of  professor. 

This  system  is  liable  to  serious  objections.  When  I  entered  the 
Military  Academy,  two  of  the  professors,  who  were  men  not  only  of 
eminent  scientific  attainments,  but  who  had  been  employed  by  the 
government  in  important  works  of  practical  science,  had  become  super- 
annuated; and,  as  long  as  they  remained  attached  to  the  Academy,  it 
was  impossible  to  make  any  considerable  improvement  in  the  course  of 
instruction  in  their  respective  departments.  In  the  course  of  nature 
such  a  state  of  things  is  likely  to  recur ;  and  in  the  absence  of  a  system 
of  retiring  pensions  for  the  Army,  the  most  equitable  and  simple  remedy 
for  the  evil  is  to  permit  the  professor,  wearied  and  overburdened  with 
academic  studies,  to  return  to  his  military  corps.  If  capable  of  duty, 
he  may  there  have  opportunities  to  apply  his  knowledge  to  the  service 
of  the  country  in  a  practical  way,  while  his  mind  and  body  may  be 
reinvigorated  by  intercourse  with  the  world  and  by  exercise,  so  that 
he  may  even  resume,  with  increased  efficiency,  the  duties  of  his  charge; 
and,  if  incapable  of  active  duty,  less  injury  to  the  service  would  result 
from  his  inactivity  in  his  regiment  or  corps.,  where  others  may  supply 
his  place,  than  from  remaining  an  incumbrance  on  his  department  at 
the  Academy.  I  think,  therefore,  that,  whether  a  retired  list  for  the 
Army  (including  professors)  is  adopted  or  not,  it  would  be  better  to 
provide  that  hereafter  professors  may  be  taken  from  the  Army  (not 
exclusively  from  the  Corps  of  Engineers),  and  may  retain  their  Array 
commissions.  The  retiring  system  would  be  equally'  necessary  in  the 
cases  of  professors  who  may  not  be  taken  from  the  Army,  and  it 
should,  therefore,  whenever  adopted,  be  made  to  apply  to  these  cases. 

With  regard  to  the  appointment  of  cadets,  the  minimum  age  for  ad- 
mission to  the  Academy,  now  established  by  regulation  at  16  years, 
should  be  fixed  by  law  at  that  term,  and  1  think  that  the  maximum 
should  be  20  years.  As  to  qualifications  in  other  respects,  it  appears 
to  me  that  the  standard  of  requirements  ought  to  be  raised,  and  that 
the  country  is  now  prepared  to  demand  from  a  youth  of  sixteen  who 
aspires  to  a  commission  in  the  Army  something  more  than  the  mere 
rudiments  which  are  now  prescribed,  and  even  these  are  not  rigidly 
exacted.  It  would  not  be  unreasonable  to  require  that  the  candidate 
shall  be  able  to  read  English  tiuentl}-,  to  write  a  legible  hand,  to  spell 
correctly,  to  speak  and  write  English  grammatically,  and  to  possess  a 
good  knowledge  of  English  grammar,  geography,  and  arithmetic.  This 
is  very  little  more  than  is  now  required;  but,  if  this  degree  of  instruc- 
tion were  rigidly  exacted  before  admission  to  the  Academj",  the^  ■person- 
nel of  the  institution  would  be  much  improved  and  the  subsequent 
labors  of  cadets  and  officers  lightened.  If  it  were  practicable  to  adopt 
a  system  of  selection  among  the  candidates  from  each  district  the  above 
objects  would  be  still  better  attained. 

If  the  adoption  of  a  more  rigid  system  of  preliminary  examination 
should  even  exclude  the  candidates  from  some  few  districts,  until  these 
become  sufficiently  settled  and  improved  to  ofter  facilities  for  the  requi- 
site instruction,  no  great  evil  would  result. 


MILITARY    ACADEMY    AT    WEST   POINT.  279 

COURSE   OF  INSTRUCTION. 

Having  been  recently  appointed  a  member  of  a  board  of  ofiieers  and 
others  to  revise  the  course  of  instruction  at  the  Academy,  and  being  at 
first  prevented  by  sicl^ness  from  attending  the  meeting  of  the  board,  I 
addressed  to  the  War  Department  a  communication  giving  some  views 
on  the  course  of  instruction.  This  communication  will  be  found  among 
the  archives  of  the  board,  to  which  I  presume  your  Commission  will  have 
access,  and  to  which  I  therefore  refer  you. 

That  board  arranged  the  outlines  of  a  course  of  instruction  for  five 
years  at  the  Academy,  to  the  consideration  of  which  term  they  were 
confined  by  their  instructions. 

I  concurred  in  the  recommendations  of  the  board  with  the  exception 
of  some  not  very  important  details  as  to  the  hours  allotted  for  cavalry 
►  exercises.  I  do  not,  therefore,  think  it  necessary  to  enter  here  into  any 
further  explanations  on  that  subject,  but  I  must  express  my  opinion  in 
favor  of  establishing  the  term  of  instruction  at  the  Academy  at/our 
years  instead  oijive. 

Considering  the  age  of  admission,  and  the  preparation  in  elementary 
studies  which  may  be  expected  at  that  age,  I  think  that  sufficient  ex- 
tension may  be  given  in  four  years  to  the  course  of  studies  appropriate 
to  the  Military  Academy,  and  that  it  is  not  advisable  to  subject  a 
young  man  for  a  longer  term  to  the  restraints  and  confinement  inci- 
dent to  the  station  of  a  cadet  at  the  Academy,  and  to  the  weariness  of 
long-continued  abstract  study  in  the  great  variety  of  subjects  embraced 
in  the  academic  course. 

"To  learn  a  few  things  and  learn  them  well"  is  a  good  rule  in  the 
instruction  of  youth  ;  to  produce  an  accomplished  scholar  in  science,  as 
in  literature,  much  must  be  left  to  the  individual  exertions  of  the  stu- 
dent, after  his  mind  has  received  a  proper  direction  from  his  early  studies. 
In  extending  the  course  of  study  to  five  years,  little  addition  has  been 
made,  or  ought  to  be  made,  to  the  theoretical  studies  peculiarly  appro- 
priate to  a  military  man.  The  course  of  English  studies  and  Spanish 
has  been  extended,  and  it  is  proposed  to  devote,  more  time  to  practical 
exercises. 

The  first-named  subjects  I  do  not  consider  very  important,  especially 
when  regarded  with  reference  to  improved  preparatory  education,  and, 
however  important  the  other  object  may  be,  I  do  not  think  that  it  is 
advisable  or  practicable  to  combine  a  school  of  practice  with  the  Mili- 
tary Academy.  A  graduate  of  the  Academy  should  be  acquainted 
with  the  elementary  drill  of  the  several  arms,  should  be  able  to  ride  on 
horseback,  and  should  have  had  an  opportunity  of  seeing  and  examin- 
ing the  principal  instruments  of  warfare  and  of  science,  of  which  the 
nature  and  use  are  explained  in  his  books;  but  it  is  not  to  be  expected 
that,  immediately  on  leaving  the  Academy,  he  should  be  prepared  to 
take  charge  of  practical  scientific  operations,  or  even  to  assume  the  re- 
sponsibilities involved  in  the  command  and  administration  of  troops. 

His  previous  education  will  have  prepared  him  to  acquire  quickly  the 
further  instruction  requisite  for  the  performance  of  these  duties,  but 
under  the  most  favorable  circumstances,  that  instruction  demands 
much  more  time  than  could  be  afforded  to  it  at  the  Academy,  if  circum- 
stances were  at  all  favorable  to  its  acquirement  there,  which  I  think 
they  are  not. 

For  young  oflicers  of  infantry  and  cavalry,  service  with  the  regiments 
affords  the  best  school  of  practice.  For  artillery  oflicers  the  necessary 
facilities  for  practical  instruction  can  and  ought  to  be  given  at  Fort 


280  MILITARY    ACADEMY    AT    WEST    POINT. 

Monroe,  and  with  the  light  companies  of  artillery.  Young  officers  of 
Engineers,  Topographical  Engineers,  and  Ordnance  must,  in  our  Army, 
acquire  their  practical  knowledge  by  serving  with  those  who  are  capa- 
ble of  instructing  them  ;  and  it  is  the  duty  of  the  chiefs  of  those  corps 
to  see  that  3'oung  men  are  not  placed  in  independent  and  responsible 
situations  until  they  have  had  proper  o[)i)ortunities  for  qualifying  them- 
selves for  the  performance  of  their  duties. 

With  regard  to  the  study  of  the  Spanish  language,  which  has  been 
lately  added  to  the  course,  it  may  be  remarked  that  the  special  object 
of  this  study  is  to  enable  otiicers  to  speal-  the  language  for  intercourse 
with  our  neighbors  at  the  south.  Without  inquiring  into  the  extent  to 
which  the  instruction  in  Spanish  has  been  carried  hitherto,  we  may  infer 
from  experience  with  the  French,  to  which  a  good  portion  of  time  has 
always  been  given  at  the  Academy,  how  improbable  it  is  that  the  cadets 
will  acquire  a  facility  in  speaking  Spanish.  Those  graduates  who  are 
sent  immediately  to  the  Mexican  frontier  will  derive  some  advantage 
from  their  study  of  Spanish  grammar;  but  a  few  months'  residence 
among  the  people  will  give,  even  to  those  not  so  prepared,  a  greater 
facility  in  speaking  the  language  and  understanding  it  than  they  could 
acquire  in  a  much  greater  time  given  to  mere  study.  I  do  not,  there- 
fore, think  it  advisable  to  make  any  considerable  sacrifice  on  other 
points  for  the  sake  of  retaining  the  study  of  Spanish.  The  additional 
time  would  be  better  devoted  to  perfecting  a  knowledge  of  French. 

In  accordance  with  these  views,  I  would  modify  the  course  proposed 
by  the  board  for  five  years'  study  b}'  reducing  somewhat  the  course  of 
English  studies;  omitting  the  Spanish  language;  giving  less  time  to 
cavalry  exercise,  retaining  enough  to  make  good  riders;  limiting  the 
instruction  in  practical  engineering,  and  i^ractical  astronomy  and  ge- 
odesy to  a  few  lessons  in  the  use  of  tools  and  instruments.  By  this 
means,  and  a  judicious  arrangement  of  the  programmes  of  studies,  I 
believe  that  four  years  would  furnish  ample  time  for  an  excellent  course 
of  instruction. 

In  considering  this  part  of  the  subject  I  need  only  refer  to  the  polit- 
ical and  economical  considerations  involved  in  it,  which  the  Commission 
will  no  doubt  duly  consider. 

As  a  part  of  the  course  of  instruction  hitherto  not  sufficiently  attended 
to,  I  may  mention  the  subject  of  gymnastic  exercises,  including  swim- 
ming and  boating.  Time  given  to  them  during  the  encampment  and  in 
winter  would  be  well  bestowed,  and  the  exercises  would  be  regarded 
not  as  tasks,  but  as  relaxation  and  amusement. 

I  have  not  mentioned  one  branch  of  inquiry  embraced  in  the  law 
under  which  the  Commission  is  appointed,  that  of  discipline,  because  it 
seems  to  be  intentionally  excluded  in  your  letter  to  me. 
Eespectfullv,  your  obedient  servant, 

A.  MOEDECAI, 

Major  Ordnance. 

Lieut.  J.  C.  Ives,  Topographical  Engineer, 

Secretary  Military  Academy  Commission. 


Washingto]n\  August  18,  1860, 
Sir  :  The  circular  letter  of  the  18th  ultimo,  which  the  Military  Acad- 
emy Commission  did  me  the  honor  to  address  to  me,  asking  what  changes 


MILITARY    ACADEMY    AT    WEST    POINT.  281 

are,  in  my  opiniou,  desirable  in  the  organization  and  course  of  instruc- 
tion at  the  Academy,  was  received  on  my  return  to  Washington,  after  a 
short  absence,  and  would  have  beeu  answered  sooner  but  for  the  pressure 
of  office  duties,  which,  with  sickness  in  my  family,  have  demanded  most 
of  my  time,  leaving  little  for  other  matters. 

Even  after  so  long  delay,  and  after  giving  the  subject  presented 
much  thoughtful  consideration,  I  approach  it  with  hesitation,  and  offer 
opinions  concerning  it  with  much  diffidence.  After  so  many  years 
separation  from  the  Academy,  with  no  other  knowledge  of  its  present 
workings,  its  merits  and  its  defects,  than  that  derived  from  reports 
received  at  the  Engineer  Bureau,  it  is  obvious  that  some  of  the  opinions 
presented  should  be  considered  rather  in  the  light  of  suggestions  for 
the  consideration  of  the  Commission  than  the  results  of  well  settled 
convictions.  It  should  be  understood,  moreover,  that  from  this  want 
of  intimate  knowledge  of  the  present  condition  of  the  institution  Ihave 
naturally  referred  back  to  what  it  was  when  I  knew  it  better,  and  may 
not  always  have  made  fair  allowance  for  its  many  subsequent  improve- 
ments. 

Before  referring  to  particulars  connected  with  the  organization  and 
course  of  instruction  at  the  Academy,  I  would  state  most  unqualifiedly 
that  the  institution  which  has  advanced  from  small  beginnings  to  its 
present  condition  through  changes  and  improvements  resulting  from 
careful  observation  of  its  wants  and  defects  on  the  part  of  its  authori- 
ties, and  which  now  so  well  fills  the  purpose  of  its  establishment, 
should  not,  in  my  opinion,  be  subjected  to  any  radical  change.  There 
may  be,  and  I  think  are,  some  defects  in  details,  both  of  organization 
and  instruction,  which  I  propose  to  notice  ;  touching  also  upon  some 
matters  which,  though  regarded  by  many  as  faulty,  and  consequently 
as  calling  for  change,  should,  in  my  judgment,  be  maintained  as  at 
present. 

Treating  first  the  subject  of  organization,  I  would  say  in  reference 
to  the  Superintendent,  that,  laying  aside  as  far  as  possible  all  feeling 
of  corps  pride,  I  have  not  beeu  able  to  bring  myself  to  the  belief  that 
the  interests  of  the  Academy  would  be  promoted  by  widening  the  field 
of  selection.  Disturb  the  present  law  which  confines  the  selection  to 
the  Corps  of  Engineers,  and  the  range  of  choice  can  no  longer  be  re- 
stricted. The  position  must  inevitably,  it  seeme  to  me,  be  put  up  to 
the  competition  of  all  branches  of  the  service,  whereby  a  wide  door  will 
be  opened  to  political  influence,  which,  has  never  yet  entered  into  the 
question  of  selection  of  the  head  of  the  institution.  This  is  conclu- 
sively shown  by  efforts  of  aspirants  for  the  position  of  commandant 
of  cadets,  which  is  open  to  the  Army  at  large.  Theoretically,  but  little 
would  be  gained  by  such  a  change;  practically,  the  result  would  often 
be  disastrous.  The  institution  always  has  beeu  and  always  should  be 
scientific  in  its  character,  and  the  selection  of  its  head  should  be  con- 
fined to  the  scientific  branches  of  the  service ;  but,  as  before  remarked, 
this  would  be  impracticable  if  any  change  in  the  present  law  were 
made ;  and  that  no  such  change  is  called  for  by  the  interests  of  the 
institution  its  present  condition  is  the  best  proof. 

While  a  change  would,  in  my  opinion,  be  attended  with  few  or  no 
advantages,  difficulties  and  objections,  other  than  those  referred  to, 
would  be  occasioned  thereby,  as  for  instance  that  of  assigning  a  head 
to  the  Academy  at  Washington,  to  act  as  its  organ  with  the  Executive 
authority  of  the  nation  and  with  Congress.  Now  the  Academy  is  rep- 
resented by  the  Chief  Engineer.  Select  a  Superintendent  from  either  of 
the  other  staff"  corps  or  the  line,  and  where  would  this  management  be 


282  MILITARY    ACADEMY    AT    WEST   POINT. 

lodfjcd  f  I  cont'i'ss  not  to  seeing  the  way  clearly  tliroiigb  such  a  diffi- 
culty. ^Vhile  much  more  might  be  said  upon  this  subject,  I  leave  it 
with  a  renewetl  exIu•^^s^sion  of  my  sincere  conviction  that  the  wisest 
course  lor  the  well-being  of  the  Academy  which  has  accomplished  so 
much  is  to  leave  the  selection  of  Sui)erintendent  as  now  provided  by 
law. 

Commandant  of  Cadets. — This  ollicer,  the  second  in  imi)ortance  at  the 
iustitution,  has  now  by  law,  in  addition  to  the  command  of  the  corps, 
with  the  care  of  its  discipline,  the  duties  of  instructor  in  the  depart- 
ments of  artillery',  cavalry,  and  infantry  imposed  on  him.  Formerly  he 
was  commandant  of  cadets  and  instructor  of  infantry  only,  while  the 
instruction  of  cavalry  and  artillery  combined  was  under  a  distinct 
officer.  Separate  the  artillery  from  the  cavalry,  making  these  distinct 
departments,  and  such  organization  would  be  fax'  better,  in  my  opinion, 
than  that  now  established.  That  is  also  the  opinion  of  all  officers 
with  whom  I  have  spoken  ui)on  the  subject.  iSome  advantages  no 
doubt  attend  the  combination  of  all  these  branches  of  instruction 
under  one  head,  but  none  which  compensate,  in  my  judgment,  for  the 
disadvantages  resulting  from  loss  of  that  zeal  and  the  sense  of  respon- 
sibility on  the  part  of  the  heads  of  these  individual  departments  which 
the  old  organization  secured.  I  therefore  recommend  a  return  to  the 
system  established  prior  to  1856,  adding  thereto  a  cavalry  department 
distinct  from  that  of  artillery,  to  which  an  officer  from  one  of  the 
mounted  corps  should  be  attached  as  its  head.  Under  such  an  organ- 
ization the  commandant  of  cadets  should  be  an  officer  of  infantry,  and 
the  instructor  of  artillery  an  officer  of  that  arm. 

Professors. — To  the  number  of  professors  as  now  established  by  law 
should  be  added  another  to  relieve  the  chaplain  from  a  portion  of  the 
duties  assigned  to  his  now  overburdened  department,  leaving  him,  in 
connection  with  his  duties  as  a  clergyman,  the  teachings  of  moral 
science  alone;  or,  still  better,  perhaps,  relieving  him  from  all  academic 
functions.  The  functions  of  pastor  and  professor  are,  to  some  extent, 
incompatible,  since  it  is  not  in  the  nature  of  things  that  the  former 
can  hold  the  true  relations  to  the  cadets  when  obliged  at  the  same  time 
to  perform  towards  them  the  duties  of  the  latter  in  matters  of  discipline. 
At  any  rate,  he  should  be  relieved  of  a  portion  of  his  academic  duties, 
which  now  exceed  what  can  be  efficiently  performed  by  a  single  in- 
dividual. 

It  is  also  a  matter  worth  the  serious  consideration  of  the  Commission, 
whether  the  i)rofessors,  who  may  hereafter  be  selected  from  the  Army, 
should  not  retain  their  commissions  and  return  to  service  under  them 
at  the  expiration  of  a  certain  term  of  years,  which  should  never  be  ex- 
ceeded, but  which,  for  sufficient  reasons,  might  be  diminished  in  any 
individual  case.  This  would  have  the  effect  to  infuse  new  spirit  into 
the  various  departments ;  while  returning  to  the  Army  at  intervals 
officers  who  will  carry  with  them  the  information  acquired  during 
their  service  at  the  Academy,  and  give  the  means  of  freeing  the  iusti- 
tution of  such  as  may  from  any  cause  become  inefficient. 

Assistant  Professors. — At  present  each  department  of  instruction, 
except  the  Spanish  and  practical  military  departments,  is  entitled  by 
law  to  one  and  only  one  assistant  professor,  who  receives  as  such  the 
pay  and  emoluments  of  a  captain;  while  all  the  remaining  instructors, 
styled  acting  assistant  professors,  are  drawn  by  detail  from  the  Army, 
and  receive  their  Army  pay  and  allowances  only.  I  think  the  true 
interests  of  the  Academy  would  be  promoted  by  providing  by  law  for 
a  certain  number  of  assistant  professors  to  each   department,  equal  in 


MILITARY    ACADEMY    AT    WEST    POINT.  283 

each  case  to  the  maximum  number  that  can  ever  be  needed  ;  that  these 
assistant  professors  shall  be  officers  of  the  xVrray  detailed  for  the  duty  ; 
that  they  shall  receive  the  pay  and  emoluments  of  captains  ;  and  that 
their  term  of  service  as  such  shall  not  exceed  four  years.  Zealous  and 
willing  instructors  would  thus  be  secured  to  the  xVcademy,  which  is 
not  always  the  case  now  ;  the  vexed  question  of  rank  at  the  Academy 
would  naturally  be  settled  according  to  Army  grade,  and  oflicers  would 
return  to  their  Army  duties  after  a  not  too  long  separation  from  them^ 
much  improved  by  their  tour  of  service  at  the  institution. 

Appointment  of  Cadets. — In  case  the  five  years'  term  of  study  be  re- 
tained, would  it  not  be  desirable  to  change  the  limits  of  age  within 
which  the  candidate  is  eligible — from  sixteen  to  twenty-one  to  fifteen 
and  twenty  ?  The  age  at  graduation  would  then  be  as  formerly,  under 
the  four  years' term,  viz:  from  twenty  to  twenty-five;  thus  removing 
one  of  the  objections  to  the  present  length  of  course.  Again  :  assuming 
the  impolicy,  and,  what  is  probably  true,  the  impracticability  of  raising 
the  present  legal  standard  of  requirements  necessary  to  admission, 
would  it  not  be  possible  to  secure  a  higher  order  of  acquirements  by 
opening  the  door  of  admission  to  competition  instead  of  leaving  the 
selection  of  candidates,  as  it  now  practically  is,  to  the  Kepresentatives 
in  Congress  ?  Let,  for  instance,  the  course  often  suggested  be  followed, 
of  permitting  the  Representative  to  nominate  a  certain  number — say 
five,  or  even  more — who  shall  undergo  an  examination  at  some  place 
within  the  district  or  State,  the  appointment  being  given  to  the  one 
found  best  qualified  upon  such  examination.  This  would  secure  better 
appointments  than  the  present  mode  ;  give  merit  unsupported  by  in- 
fluence a  better  chance  for  admission,  and  increase  somewhat  the  num- 
ber of  graduates,  as  fewer  would  then  fail  in  mastering  the  studies  of 
the  course. 

COURSE  OF  INSTRUCTION. 

I  am  not  prepared  to  say  that  any  of  the  subjects  taught  at  the 
Academy  should  be  omitted,  though  many  of  them  may,  no  doubt,  be 
pruned  somewhat  without  injury  to  the  general  course,  thus  giving  an 
opportunity  for  the  expansion  of  others  requiring  it,  or,  at  any  rate^ 
for  relieving  the  cadet  from  some  of  the  intense  mental  strain  he  is  rep- 
resented to  be  now  under.  What  subjects  should  be  cut  down  and  what 
enlarged  can  only  be  fully  determined  after  a  more  careful  and  detailed 
investigation  than  I  can  give;  still,  I  may  remark,  that  the  depart- 
ment most  requiring  reorganization  is  that  of  English  studies.  That 
this  has  always  been  the  most  defective  of  all,  the  faulty  education  of 
the  graduates  in  their  mother  tongue,  as  compared  with  their  other 
acquirements,  abundantly  shows.  Mirch  of  this  is  due  to  the  lack  ot 
time  for  a  proper  teaching  of  the  subject,  and  part  to  a  faulty  pro- 
gramme, for  neither  of  which  should  the  professor  be  held  responsible. 
While  I  am  sensible  of  the  defects  in  this  particular  department,  I  do 
not  see  clearly  how  to  remedy  them.  Much  might  be  done  toward  it 
by  a  division  of  the  ethical  and  English  department,  as  before  suggested, 
and  by  the  introduction  of  a  more  extended  course  of  composition,  and 
perhaps  declamation,  if  time  can  be  found  for  the  purpose. 

I  have  never  been  satisfied  that  too  mucli  time  was  not  devoted  to 
artistic  drawings,  as  distinguished  from  professional.  The  large  major- 
ity of  the  cadets  acquire  really  but  little  of  the  art,  and  that  little  is 
not  enough  to  be  of  much  value  in  after  life.  I  am  sure  this  is  my 
own  case,  and  I  believe  it  to  be  that  of  at  least  nine  out  of  ten  of  the 
graduates.     Any  time  which  can  be  properly  taken  from  this  course 


284  MILITARY    ACADEMY    AT    WEST    POINT. 

migbt  be  most  advantageously  devoted  to  au  enlarged  course  of  Eng- 
lish studies. 

The  time  devoted  to  practical  instruction  I  would  not  increase.  The 
institution  is  and  should  always  remain  essentially  a  theoretical  one, 
only  enough  of  their  api)lication  being  introduced,  in  connection  with 
the  studies,  to  illustrate  them.  The  cadet  on  graduation  is  not  supposed 
to  be  a  thorough  practical  oliicer,  but  to  be  fitted  by  his  education  to 
become  one.  Llis  whole  after  career  in  the  Army  should  be  a  school 
for  the  application  of  the  principles  learned  at  the  Academy  ;  and  if 
further  oi>portunities  for  this  be  needed  than  the  one  aftbrded  in  ordi- 
nary service,  they  may  be  better  i)rovided  b}'  camps  of  instruction  and 
schools  of  practice  than  at  West  Point. 

Length  of  course  or  term. — Even  supposing  the  subjects  now  embraced 
in  the  course  to  be  cut  down  to  the  lowest  admissible  extent,  and  I 
should  still  remain  in  the  opinion  that  the  present  term  of  five  years 
should  not  be  shortened.  Taking  the  studies  as  they  existed  when  I 
was  a  cadet,  and  tour  years  was  not  too  much  to  devote  to  them.  Since 
that  time  so  much  has  been  added  to  the  course,  of  matter  which  should 
not  on  any  account  be  omitted  as  to  render  an  additional  year  impera- 
tively necessary.  Return  to  the  four  years'  term,  and  some  of  the  subject 
must  be  dropped,  or  the  cadet,  who,  it  is  now  claimed  is  too  heavily  bur- 
dened with  study,  must  be  still  more  overtasked.  That  five  years  is 
not  too  much  for  the  education  of  the  Army  officer  would  seem  to  be 
apparent  when  we  consider  the  time  devoted  to  fitting  young  men  for 
other  professions.  Several  years  are  spent  in  preparation,  four  years 
more  are  devoted  at  college  to  the  course  of  general  education,  and  the 
study  of  the  profession  follows.  Ten  years  in  all  would  not  exceed, 
perhaps,  the  time  thus  spent ;  and  if  this  is  not  too  much,  as  by  general 
consent  it  seems  not  to  be,  then  surely  five  years  is  not  too  much  for 
the  military  profession,  which  is  not  more  easily  acquired  than  others. 
All  the  arguments  presented  by  the  advocates  for  a  return  to  a  course 
of  four  years  have  failed  to  satisfy  me,  and  I  should  regret  to  see  the 
present  term  of  five  years  disturbed. 

Demerit. — In  regard  to  the  system  of  demerit,  which  has  occasioned 
so  much  discussion,  I  am  under  the  opinion  that  no  radical  change 
should  be  made  from  that  laid  down  in  the  Academic  Regulations  of 
1857.  The  weight  given  to  conduct  in  that  code,  in  making  up  the 
standing  of  the  cadet,  and  particularly  his  graduating  standing,  should 
not  be  diminished.  A  prompt  attention  to  duty,  a  strict  obedience  to 
the  lawful  orders  and  requirements  of  the  authority  placed  over  him, 
are  as  important  qualities  in  the  soldier,  and  should  count  as  much  as 
a  knowledge  of  electrics  and  chemistry,  or  of  ordnance  aud  the  science 
of  gunnery,  to  all  of  which  equal  importance  is  attached  in  making 
up  the  final  standing  of  the  cadet.  It  follows,  from  these  views,  that 
the  series  of  regulations  in  reference  to  demerit,  issued  in  April  last, 
should  be  rescinded.  The  mischievous  influences  they  exert  can  be  so 
readily  ascertained,  by  reference  to  the  local  authorities,  as  to  render 
any  explanations  unnecessary.  Suffice  it  to  say  that  they  must  have 
originated  in  a  misapprehension  of  the  system  of  demerit  as  it  exists, 
and  cannot,  therefore,  be  successfully  grafted  upon  it. 

Advancement  of  cadets. — It  is  very  important,  in  my  judgment,  that 
it  should  be  provided  by  laic  that  no  cadet  should  be  advanced  to  a 
higher  class,  except  at  the  annual  examination,  and  then  only  by  his  be- 
ing pronounced  proficient  by  the  Academic  Board.  As  it  is  now  there  is 
nothing  to  prevent  political  or  other  influences  from  being  successfully 
exerted  in  advancing  a  cadet  to  a  higher  class,  who  has  been  declared 


MILITARY    ACADEMY    AT    WEST    POINT.  285 

"  not  proficient "  in  his  studies  by  the  Academic  Board.  Every  graduate 
of  the  Academy  must  feel  an  interest  in  the  institution  to  which  he  owes 
so  much,  and  will  be  pardoned  for  watching  over  its  interests  with  a 
jealous  care.  Hence  I  feel  bound  to  bring  this  subject  to  the  attention 
of  the  Commission,  and  to  ask  its  influence  in  obtaining  the  enactment 
of  a  law  of  a  character  so  salutary  as  that  proposed. 

I  have  the  honor  to  be,  very  respectfully,  your  obedient  servant, 

H.  G.  WRIGHT, 
Captam  of  Enfjineers. 
Lieutenant  J.  C.  Ives,  Top.  Ung., 

Secretary  Military  Academy  Commission. 


Bew  York,  August  21, 18G0. 

Sir:  I  inclose  herewith  a  letter  from  Captain  Cullum,  of  Engineers, 
in  reply  to  your  letter  of  the  18th,  requesting  him,  on  the  part  of  the 
United  States  Military  Academy  Commission,  to  state  "what modifica- 
tions or  changes  in  the  organization  and  course  of  instruction  at  the 
Military  Academy  are,  in  his  opinion,  desirable." 

Having  been  in  frequent  communication  with  Captain  Cullum  during 
the  time  he  has  been  engaged  in  preparing  this  paper,  I  have  concluded 
I  can  do  no  better  than  to  express  my  concurrence  with  his  views  with 
slight  qualification. 

The  main  feature  of  his  paper  consists  in  the  recommendation  that 
all  the  professors  be  officers  of  the  Army.  As  most  of  the  professor- 
ships are  now  filled /rom  the  Army,  there  can  be  no  doubt  that  compe- 
tent professors  can  be  found  in  officers  of  the  Army,  and,  if  so,  that  many 
advantages,  both  to  the  Academy  and  the  service,  accrue  from  their  re- 
taining their  commissions. 

But  in  reference  to  two  of  the  professorships  named,  viz,  of  "  English 
literature  "  and  of  "  modern  languages,"'  it  may  be  doubted  whether 
the  best  talent  for  these  branches  could  always  be  found  in  the  Army ; 
and  hence  I  should  object  to  its  being  made  obligatory  that  these  pro- 
fessors should  be  Army  officers.  With  the  above  proviso,  I  concur  in 
Captain  Cullum's  recommendations  as  to  organization. 

I  have  never  had  occasion  to  study  so  thoroughly  the  "  course  of  in- 
struction" at  the  Academy  as  Captain  Cullum  has  done;  but  so  far  as  I 
feel  capable  of  judging,  I  consider  Captain  Cullura's  proposed  course 
and  programme  of  studies  excellent. 

In  addition  to  the  above  paper  of  Captain  Cullum's,  I  inclose  a  joint 
answer  to  the  several  queries  proposed  by  the  Commission.* 
I  am,  very  respectfullv,  your  most  obedient, 

J.  G.  BARNARD, 

Major  of  Engineers. 

Lieutenant  J.  C.  Ives,  Topographical  Engineers, 

Secretary  of  the  U.  S.  Military  Academy  Commission. 


Nevt  York,  August  18, 18G0. 
Sir  :  In  reply  to  your  letter  of  the  18th  ultimo,  I  have  the  honor  to 
submit,  herewith,  my  views,  as  requested  by  the  Commission  instituted 


'Subjoined  and  marked  D'. — Secretary 


286  MILITARY    ACADEMY    AT    WEST    POINT. 

by  the  act  of  Cougress  of  June  -1,  ISGO,  upon  what  modilicatioiis  or 
ciianges  in  the  organization  and  course  of  instruction  at  the  United 
Statcis  .Military  Academy  arc  desirable  "  to  secure  to  the  x^nny  officers 
best  (|iiaIi(iod  to  pcrtorin  their  various  duties,  and  ro  meet  all  their  re 
sj)onsihiIities."' 

These  interrogatories  embrace  so  wide  a  field  that,  in  the  limited  time 
1  can  spare  from  my  other  duties,  I  fear  I  can  do  but  very  imperfect 
justice  to  a  subject  so  important  to  the  honor  of  the  Army  and  the  wel- 
fare of  .the  nation. 

ORGANIZATION  OF   THE  MILITARY   ACADEMY. 

Inspector. — The  chief  engineer,  since  April  7, 1818,  has  been  ex  officio 
inspector  of  the  Academy,  and  to  him,  under  the  orders  of  the  Presi- 
dent or  iSt'cretary  of  War,  has  been  confided  the  general  administra- 
tion and  direction  of  the  institution.  That  he  has  executed  his  trust 
with  fidelity,  zeal,  discretion,  and  ability,  the  present  eminence  of  the 
Academy  answers  more  emphatically  than  any  additional  arguments 
I  can  urge  for  retaining  the  inspectorship  as  now  wisely  established. 

Superintendent. — The  act  of  March  IG,  1802,  created  the  Military 
Academy,  after  the  blood-bought  experience  of  our  revolutionary 
struggle,  in  which  we  so  sutiered  for  the  want  of  educated  scientific 
officers.  By  that  law,  matured  by  the  patriotic  soldiers  and  statesmen 
who  had  won  our  independence  and  established  us  as  a  nation,  it  was 
provided  "  that  the  principal  engineer,  and  in  his  absence  the  uext  in 
rank,"  should  have  the  superintendence  of  the  Military  Academy. 
Since  that  day  the  expediency  of  thus  continuing  the  superintendency 
has  been  warmly  discussed  iu  and  out  of  Congress,  and  the  conserva- 
tive councils  of  our  legislators  have  deemed  it  prudent  and  wise  to 
retain  a  system  which  has  produced  such  prolific  fruits  of  excellence. 
I  could  assign  most  cogent  reasons  why  the  superintendency  should  still 
be  confined  to  the  Corps  of  Engineers;  but,  belonging  myself  to  that 
branch  of  service,  it  perhaps  is  more  becoming  not  to  press  them  upon 
your  attention  at  this  time. 

The  functions  of  the  Superintendent  should  extend,  I  think,  as  now, 
to  the  immediate  government  of  the  institution,  and  the  direction  of 
all  academic  duties  and  field  exercises. 

Professors. — These,  iu  my  opinion,  should  all  be  officers  of  the  Army, 
detailed,  as  a  general  rule,  from  young  captains,  and  serving  (with  the 
local  rank  of  majors)  as  professors,  when  not  incapacitated  by  ill-health 
or  other  disqualifying  causes,  till  they  reach  the  full  rank  of  majors, 
when  they  should  be  returned  to  their  corps  or  regiments.  The  effect 
of  this  system  would  be  to  more  thoroughly  preserve  the  Academy  as 
a  military  institution,  identify  it  closely  with  the  Army,  infuse  into  it 
more  completely  the  esprit  de  service,  create  an  ambition  in  officers  to  fit 
themselves  for  these  honorable  positions,  and  to  enrich  every  arm  with 
the  experience  and  knowledge  of  the  retiring  professors.  This  plan 
would  obviate  all  difficulties  of  command,  disputes  as  to  rank  with 
civil  professors,  and  inspire  cadets  with  a  higher  sense  of  military  obli- 
gation and  respect  for  their  superiors.  By  the  present  system,  and 
without  provision  of  law  for  retiring  aged  or  infirm  professors,  the  whole 
instruction  of  departments  may  be  paralyzed  or  thrown  into  the  hands 
of  inexperienced  assistants.  By  the  proposed  system,  the  professor- 
ships would  be  continually  recruited  by  the  youthful  energy  and  ambi- 
tion of  new  incumbents,  who,  after  expending  ten  or  fifteen  of  the  best 
and  brightest  years  of  their  lives,  would  vacate  their  seatsjfor  other  as- 
pirants for  distinction  and  usefulness. 


MILITARY    ACADEMY    AT    WEST    POINT.  287 

Academic  Board. — This  should  consist  of  the  Superintendent  and  the 
heads  of  the  most  i)rominent  departments  of  instruction.  The  board, 
as  at  i)resent  constituted,  is  too  hirge  for  working  purposes. 

Military  Staf\ — This  should  be  composed  as  now;  but  the  quarter- 
master having  charge  of  the  construction  and  repairs  of  public  build- 
ings, roads,  &c.,  should  be  an  experienced  subaltern  of  engineers. 

Department  of  Engineering. — A  captain  of  the  Corps  of  Engineers 
should  be  the  professor,  and  be  assisted  by  two  or  three  subalterns  of 
engineers. 

Department  of  Natural  and  Experimental  Philosophy. — A  captain  of  the 
Army  should  be  the  professor,  assisted  by  two  or  three  lieutenants. 

Department  of  Mathematics. — A  captain  of  the  Army  should  be  the 
professor,  assisted  by  live  or  six  lieutauants. 

Department  of  Chemistry,  Mineralogy,  and  Geology — A  captain  of  the 
Army  should  be  the  i)rofessor,  assisted  by  one  or  two  lieutenants. 

Department  of  English  Literature. — The  chaplaincy  sliould  be  sepa- 
rated from  the  professorship  of  "  geograi)hy,  history,  and  ethics,"  and 
the  head  of  the  latter  department  be  called  the  Professor  of  English 
Literature.  He  should  be  a  captain  of  the  Army,  assisted  by  three  lieu- 
tenants. 

The  separation  of  the  chaplaincy  from  the  professorship  has  long 
been  urged  for  many  good  and  substantial  reasons ;  but  it  is  sufficient 
to  say  that  no  one  man,  whatever  may  be  his  talents  and  industry,  can 
give  the  thorough  and  varied  instruction  required  in  the  performance 
of  his  academic  charge,  and,  at  the  same  time,  attend  thoroughly  to  the 
parochial  duties  of  a  military  post  with  over  a  thousand  souls. 

Department  of  Drawing. — A  captain  of  the  Army  should  be  the  pro- 
fessor, assisted  by  two  lieutenants. 

Department  of  Modern  Languages. — The  professorships  of  French  and 
Spanish  should  be  united  under  one  head,  to  be  styled  Professor  of 
Modern  Languages,  who  should  be  a  captain  of  the  Army,  assisted  by 
three  or  four  lieutenants. 

Department  of  Practical  Engineering. — A  captain  of  the  Corps  of  En- 
gineers should  be  the  professor,  assisted  by  one  first  and  two  second 
lieutenants  of  engineers.  He  should  also  command  the  engineer  troops 
stationed  at  West  Point,  having  his  assistants  as  company  subalterns. 

Department  of  Artillery. — This  should  comprise  ordnance,  gunnery, 
and  artillery  tactics,  instead  of  being  divided,  as  now,  between  two  de- 
partments. A  captain  of  ordnance  or  artillery  should  be  the  professor, 
assisted  by  one  lieutenant  of  artillery  and  one  of  ordnance. 

Department  of  Infantry. — A  captain  of  infantry  should  be  the  pro- 
fessor, assisted  by  four  first  lieutenants  of  infantry. 

Department  of  Cavalry. — With  the  limited  instruction  I  would  propose 
in  this  department,  the  head  of  this  department  should  be  a  first  lieu- 
tenant (with  the  local  rank  of  captain),  with  an  assistant,  both  being 
taken  from  the  mounted  corps. 

Commandant  of  Cadets. — The  senior  officer  of  the  four  military  de- 
partments of  practical  engineering,  artillery,  infantry,  or  cavalry,  to  be 
the  commandant,  and  have  charge  of  the  military  police,  discipline, 
and  administration  of  the  corps  of  cadets,  and  the  command  at  reviews, 
drills,  &c.,  when  two  or  more  arms  are  united. 

Department  of  Small  Arms  and  Military  Gymnastics. — A  first  lieuten- 
ant of  the  Army  (with  the  local  rank  of  captain),  to  be  instructor,  with 
an  assistant,  if  necessary. 

Department  of  the  Science  of  War. — This,  as  it  ought  to  have  much 


288  MILITARY    ACADEMY    AT    WEST    POINT. 

frreater  dovelopment,  should  be  an  independent  department,  and  have 
a  captain  of  the  Army  for  professor,  with  an  assistant,  if  necessary. 

('(idcts. — The  averaj^e  number  of  vacancies  in  the  Regular  Army  for 
the  hist  twenty-live  years  lias  been  between  forty-eight  and  forty-nine. 
The  average  number  of  graduates,  with  a  live  years'  course  of  instruc- 
tion, will  not  exceed  thirty  eight  or  thirty-nine.  To  supply  this  annual 
deficiency  of  about  ten,  I  would  propose  to  [)rovide  by  law  for  the  ap- 
pointn)ent  of  one  cadet  for  each  member  of  the  Senate.  Such  an  in- 
crease will  require  no  additional  expense  for  public  buildings  and  in- 
struction. The  sum  of  825,000  would  be  ample  to  cover  the^r  annual 
pay  and  other  expenses. 

COURSE   OF   INSTRUCTION   AT   THE   MILITARY   ACADEMY. 

The  Commission  has  read  the  proceedings  of  the  Board  instituted 
January  5, 1860,  by  the  War  Department  for  revising  "the  programme 
of  instruction  at  the  Military  Academy,"  of  which  I  was  a  member; 
and,  as  my  views  are  therein  pretty'  fully  indicated,  it  is  unnecessary  now 
that  I  should  enter  into  detail  upon  the  subject. 

In  general  terms,  I  may  say  that  I  would  deeply  deprecate  any  radical 
departure  from  the  present  course  of  instruction,  founded  in  1817  by 
that  able  and  distinguished  soldier.  Colonel  Thayer,  of  the  Corps  of 
Engineers,  the  justly  called  •'Father  of  the  Academy,"  and  continued, 
with  slight  modifications,  till  now — near  half  a  century.  The  Academy, 
under  this  admirable  instruction,  has  supplied  the  nation  with  nearly 
two  thousand  accomplished  officers,  of  which  any  army  might  well  be 
proud ;  has  filled  every  arm  of  service  with  talent,  efficiency,  and  in- 
tegrity;  has  materially  aided  in  successfully  conducting  two  great 
wars,  and  extending  our  national  domain  ;  has  perpetually  pushed  the 
wild  savage  from  our  borders  and  been  the  pioneer  of  advancing  civil- 
ization ;  has  constructed  and  armed  our  fortifications,  improved  our 
harbors,  lakes,  and  rivers,  defined  our  boundaries,  surveyed  and  lighted 
our  coasts,  and  explored  the  length  and  breadth  of  our  land  ;  has  given 
to  our  militia  vast  numbers  of  valuable  officers,  and  to  our  colleges  able 
presidents  and  professors  ;  has  furnished  distinguished  civil  engineers, 
who  have  bound  our  confederated  States  together  with  a  network  of 
railways  and  canals  ;  has  supplied  valuable  city.  State,  and  government 
functionaries  ;  has  improved  our  workshops  and  the  culture  of  the  soil; 
has  added  its  mite  to  the  counting-house,  the  bar,  and  the  pulpit ;  and 
through  the  contributions  and  text-books  of  its  graduates,  has  greatly, 
elevated  the  scientific  standard  of  most  of  the  educational  institutions 
throughout  our  country,  and  even  extended  its  influence  abroad. 

Where  there  is  so  much  excellence  matured  for  years  by  the  thought 
and  fostering  care  of  so  many  wise  and  conscientious  men,  who  have 
shaped  the  Academy's  destinies,  it  is  certainly  the  part  of  prudence  to 
leave  well  enough  alone,  and  not  venture  upon  untried  schemes  which 
may  return  to  plague  the  inventors. 

It  has  been  often  urged  that  it  was  unnecessary  to  educate  our 
infantry  and  cavalry  so  far  beyond  their  wants  as  officers  of  those  arms, 
and  the  contrary  practice  of  foreign  nations  has  been  constantly  cited. 
To  say  nothing  of  the  advantages  of  every  officer  having  a  liberal  edu- 
cation, and  the  danger  of  cadets  intentionally  gravitating  to  the  lower 
parts  of  their  classes  with  a  view  to  obtain  infantry  or  cavalry  commis- 
sions in  two  or  three  years,  instead  of  toiling  four  or  five  years  for  those 
in  the  scientific  corps,  no  comparison  can  be  made  between  our  own 
and  foreign  services.     With  our  small  Army  isolated  at  frontier  posts 


MILITARY    ACADEMY    AT    WEST    POIN'T.  289 

it  may  often  occur,  in  the  absence  of  officers  of  other  corps,  that  the 
infantry  and  cavalry  may  be  <;alled  upon  to  construct  defenses,  make 
surveys,  and  serve  batteries.  In  our  contest  of  1812-15  with  Great 
Britain,  and  again  in  the  Mexican  war  of  184G-4K,  an  interchange  of 
duties  of  different  arms  became  indisi)ensable;  and  in  any  future  strug- 
gle with  a  great  power  infantry  and  cavalry  will  be  mainly  supplied  by 
the  militia,  while  all  our  regular  officers  will  be  called  upon  to  perform 
staff  duties,  and  those  of  artillerists  and  engineers. 

Another  objection,  often  urged,  is  the  too  exclusive  scientific  training 
of  cadets.  For  the  fully  developed  man,  doubtless,  every  faculty,  moral 
as  well  as  intellectual,  should  be  e(iucated,  but  in  a  course  of  instruc- 
tion of  four  or  five  years  that  is  impossible;  and  the  government,  in 
establishing  the  Academy  for  a  special  service,  has  decided  the  question 
that  the  ornamental  shall  yield  to  the  useful.  However,  this  defect 
ought  to  be  remedied  as  far  as  practicable,  and  without  trenching  upon 
the  proper  province  of  the  institution  ;  even  the  addition  of  light  studies 
or  exercises  may  often  stimulate  the  brain  instead  of  i)roilucing  farther 
mental  exhaustion. 

A  strong  tendency  has  been  shown  by  a  portion  of  the  Army,  of  late 
years,  to  make  the  Academy  more  of  a  drill  school,  and  partake  lesa 
of  the  character  of  a  high  seminary  of  learning  for  accomplished  officers. 
I  think  it  should  be  steadily  kept  in  view  that  West  Point  cannot  ac- 
complish everything  in  four  or  five  years,  and  that  in  the  attempt  to 
combine  an  elementary  school,  a  scientific  academy,  a  high  university, 
and  a  school  of  application  for  all  branches  of  service,  the  institution 
will  be  crushed  by  the  accumulated  weight.  The  object  of  the  Military 
Academy  should  be  to  educate  scientific  soldiers  of  all  arms,  giving 
them  just  enough  of  practice  for  thorough  illustration  and  healthful 
exercise.  The  constant  attempt  to  make  the  institution  suit  the  special 
views  and  wants  of  one  or  more  branches  of  service  should  be  resisted. 
The  Polytechnic  School,  said  Napoleon,  was  "  the  hen  that  laid  him  the 
golden  egg.^^  Let  us  not,  in  our  pursuit  of  excellence,  modify  the  great 
captain's  apothegm  by  repeating  the  experiment  of  the  goose  and  the 
golden  ^gg. 

Descending  from  generalities  to  particulars,  I  will  make  a  few  re- 
marks upon  the  various  branches  which  [  think  should  constitute  the 
course  of  instruction  at  the  ^Military  Academy. 

Mathematics.— Tins  broad  basis  of  a  scientific  education  embracing 
algebra,  geometry,  trigonometry,  mensuration,  descriptive  geometry; 
shades,  shadows, 'and  perspective;  analytical  geometry,  differential  and 
integral  calculus,  and  surveying,  is  very  thoroughly  taught  at  the 
Academy,  and  requires  no  modification,  except,  perhaps,  the  introduc- 
tion of  afew  more  practical  exercises  illustrative  of  the  principles  taught 

English  stiuUes.— With  the  present  low  qualifications  for  the  adinis- 
8ion  of  cadets  to  the  Academy,  some  elementary  English  studies  are 
in«lispensable,  but  I  would  limit  them  to  English  grammar,  geogra- 
phy, composition  and  declamation,  rhetoric,  and  history;  grammar 
anil  geography  to  be  taught  as  now.  To  speak  and  write  well  are 
necessary  accomplishments  of  every  well-educated  gentleman,  and  to 
none  more  than  to  officers  of  our  Army,  who  may  be  called  upon  to 
address  troops  and  other  assemblages,  and  to  make  reports  and  other 
official  communications  which  generally  find  their  way  into  published 
documents.  The  rules  of  rhetoric  it  would  be  advantageous  to  read, 
but  I  think  too  much  time  is  now  bestowed  on  their  study.  History  la 
a  great  and  most  important  subject,  requiring  a  lifetime  to  master.  Iq 
the  brief  period  now  allotted  to  its  studv  at  the  Academy,  I  would 
S.  Mis.  3 19 


290  MILITARY    ACAKEMY    AT    WEST    POINT. 

sujjfiest  wlu'tlier  it  could  not  bo  hotter  taiigbt  by  lectures  to  tbe  first 
class,  givin<i"  tbe  {jreat  outline  of  tbe  rise,  progress,  and  decline  of  em- 
pires, and  leaving  details  to  he  tilled  up  bv  atter  reading.  In  tbe 
attempts  to  learn  so  many  i>arti('nlais  in  a  limited  time  it  strikes  me 
tbat  bi.-toiv  b((em«  s  a  baiini  cliioiKilogcal  tiible,  to  le  forgottc  ii  almost 
as  sodu  as  learned. 

Frou-lt  (Old,  Sjuniish  Uimtnotjes — Tbe  great  object  in  tbe  study  of 
Freneb  at  tbe  Academy  is  to  enable  cadets  and  graduates  to  read  text- 
books and  professi<in:iI  woiks.  Tbe  admiiable  system  now  pursued  at 
AV'est  Point  a(Comj)lislies  tins  object  as  perfectly  as  it  is  jiossihle  within 
tbe  allotted  time.  If  piacticahle,  this  (lourse  should  he  extended,  to 
enable  cadets  to  speak  the  language  with  facility,  it  being  tbe  common 
medium  cf  communication  witli  nearly  all  educated  foreigners. 

The  object  to  he  attained  in  tbe  stu<ly  of  tbe  Spanish  being  maiidy 
to  speak  tbe  language  in  tbe  intercourse  of  our  officers  with  tbe  itdiab- 
itants  of  our  newly  acquired  possessions  of  New  Mexico  and  California, 
its  study  should  be  deferred  to  tbe  last  year,  that  tbe  graduate  may 
fieely  ciuitinue  tbe  i>racti(;e  of  speaking  it  when  ordered  to  our  jtosses- 
sions  acquiied  from  Spain  or  Mexico.  Another  object  attained  in  putting 
it  in  the  first  class  course  is  its  further  separation  from  French,  which 
must  necessarily  be  taught  in  tbe  junior  classes  to  be  available  in  the 
study  of  text-books  in  tlie  senior  classes.  Two  foreign  languages  must 
become  somewhat  intermingled  in  tbe  minds  of  learners,  it  ai)pears  to 
me,  if  i)ursped  simultaneously. 

Drau'infj. — The  vast  improvement  made  in  drawing  at  the  Academy 
of  late  years,  and  the  beautiful  productions  of  cadets'  pen,  pencil,  and 
brush  at  the  present  day,  make  me  hesitate  in  suggesting  any  modifi- 
cations. The  practice  recently  adopted  of  sketching  landscape  and 
toi)ograi)hy  from  nature  is  a  great  improvement.  The  learning  to  draw 
from  architectural  models  is  also  a  great  addition  to  the  present  system, 
which  it  would  be  of  the  highest  value  to  extend  to  tbe  delineation  of 
machinery,  ordnance,  &C. 

Natural  and  Experimental  Philosophy. — This  course  should  embrace, 
as  now,  the  mechanics  of  solids  and  fluids,  acoustics,  optics,  and  astron- 
omy, and,  in  addition,  heat  and  electrics,  now  in  the  chemical  course. 
This  is  one  of  tbe  most  important  branches  of  instruction  at  tbe  Acad- 
emy ;  but,  notwithstanding  the  ability  of  the  professor,  for  some  causae 
ca(iets  do  not  get  a  clear  and  comprehensive  understanding  of  the  sub- 
jects taught  in  this  dejiartmeut.  This  subject  engaged  the  anxious 
thoujihts  of  the  entire  board  for  revising  the  "])rogramme  of  instruc- 
tion at  the  Military  Academy"  during  its  sessions  last  winter  and  spring; 
and,  after  mature  deliberation,  it  was  deemeti  advisable  to  give  cadets 
instruction  first  in  more  popular  explanations  of  the  phenomena  of 
natural  and  experimental  ])hilosoi)hy,  similar  to  Ganot's  "Traite  Ble- 
mentaire  de  Physique,"  or  Silliman's  "  First  Principles  of  Pb;^sics,"  and 
afterwards  to  require  only  of  the  ujjper  half  of  the  class  the  more  diffi- 
cult study  of  analytical  mechanics,  omitting  the  mechanics  of  molecules. 
This,  unfortunately,  involved  going  twice  over  the  subject  of  mechanics 
with  the  higher  sections  of  the  class  in  natural  i>bilosophy,  but,  with 
the  present  available  text  books,  there  was  thought  to  be  no  alternative. 
Experiments  with  tbe  admirable  apparatus  of  tbe  Academy  should,  I 
think,  be  made  more  frequent  to  illustrate  phenomena,  and  tbe  cadets 
should  be  required  to  work  out  numerous  examples  of  those  applications 
which  are  most  likely  to  be  useful  to  them  as  officers  of  the  Army. 

Chemistry. — This  course  is  well  adapted  to  the  objects  of  the  Academy, 


MILITARY    ACADEMY    AT    WEST    POINT.  291 

but  I  think  a  little  more  time  should  be  given  to  metallurgy  and  the 
chemistry  of  agriculture  and  food. 

Mineralogy. — This  is  now  admirably  taught,  and  cannot  well  be  im- 
proved. 

Geology. — As  much  theoretical  g«'ology  is  taught  as  is  necessarj,  and 
a  moie  practical  knowledge,  though  desirable,  cannot  well  be  ol)tained 
at  the  Academy  without  uiore  complele  models  and  specimens.  An  ad- 
dition of  a  short  outline  of  physical  geography  is  very  important  in  this 
course. 

Civil  and  Military  Engineering. — This  course,  as  recently  enlarged, 
embraces  all  elementary  priruMples  of  engineering,  and  is  as  complete 
and  comprehensive  as  is  necessary  to  enter  upon  the  duties  of  a  junior 
officer  of  engineers  or  of  other  arms. 

Ethics. — The  instruction  in  ethics  could  be  given  in  a  few  lectures  by 
the  ])rofes8or  to  embrace  all  that  is  essential  to  cadets. 

Laic. — Constitutioiud,  international,  ami  military  law  should  continue 
to  be  studied,  and  the  time  now  given  is  surticient. 

Practical  Engineering. — This  course  should  embrace  about  fifty  prac- 
tices in  j)reparation  of  siege  materials,  sapping,  mining,  pontoniering, 
tracing  and  profiling  field  works,  surveying  military  positions,  itiner- 
aries, reconnoissances,  use  of  instruments,  and  modeling  to  a  scale,  in 
sand,  of  all  siege  works,  field  entrenchments,  batteries,  »S:c. 

Practical  Astronomy  and  Geodesy  — A  short  course  of  practical  astron- 
omy as  geodesy  would  be  a  very  valuable  addition  to  the  instruction  at 
the  Military  Academy,  and  would  relieve  graduates  of  the  embarrass- 
ment now  felt  when  required  to  make  surveys  and  explorations  in  the 
field. 

Artillery. — This  course  should  embrace  ordnance,  science  of  gnnnery, 
and  artillery  tactics,  under  one  head,  instead  of  two,  as  at  present. 
The  theoretical  part  is  now  receiving  its  proper  extension,  and,  taking 
into  consideration  that  we  have  a  school  of  practice  at  Fort  Monroe, 
it  is  a  question  whether  some  of  the  artillery  drill  could  not  be  omitted. 

Infantry. — The  amount  of  infantry  drill  at  West  Point  is  excessive 
and  should  be  diminished,  to  give  more  time  to  military  gymnastics, 
use  of  small  arms,  &c.,  which  are  quite  as  essential  to  the  good  infantry 
soldier  as  the  precision  of  drill. 

Cavalry. — It  is  of  the  first  importance  to  make  every  cadet  a  good 
horseman,  not  only  to  do  his  duty  efficiently  as  an  officer,  but  as  the 
most  invigorating  exercise  promotive  of  health,  without  which  no  one 
can  pursue  advantageously  the  arduous  course  of  study  at  the  Academy. 
I  would  not  extend  the  course  at  West  Point  beyond  equitation  and 
the  study  of  cavalry  tactics,  but  would  leave  all  veterinary  art  and 
cavalry  drill  to  be  learned  at  the  school  of  practice  at  Carlisle. 

Science  of  icar. — The  great  object  of  the  education  at  the  Military 
Academy,  which  is  to  form  accomplished  officers,  cannot  be  fully  at- 
tained, it  appears  to  me,  without  a  more  thorough  knowle<lge  of  the 
science  of  war.  Now,  it  is  made  subordituite  to  ahuost  every  branch 
of  instruction  at  the  Academy,  and  even  "  veterinary  science"  is  made 
the  rival  in  importance  of  the  "science  of  war,"  twenty-four  lessons 
being  given  to  the  former,  and  but  eight  to  strategy,  eleven  to  grand 
tactics  and  organization,  and  fourteen  to  ont\)OAts,  or  lietitc  gnerre.  In 
all  the  important  military  academies  in  Europe,  particularly  at  St. 
Cyr  and  the  schools  for  the  staft'  and  special  arms,  great  attention  is 
paid  to  this  subject.  No  <me  want  is  as  conspicuous  at  West  Point, 
and  nothing  would  tend  to  give  cadets  mi^re  elevated  views  of  their 
profession,  and  stimulate  them   to  military  reading  after  graduating,  • 


292 


MILITARY    ACADEMY    AT    WEST    POINT. 


tliiiii  a  wt'll  «li{,'esietl  and  complete  course  on  the  science  and  art  of 
war.  Such  a  course  should  be  pnrsueil  in  the  last  year,  after  all  the 
l)reliiuiiiary  studies  of  the  tactics  of  the  special  arms — j^unuery,  engi- 
neering, &c.,  of  which  it  is  the  secpiel — have  been  completed.  Uav- 
iug  paid  some  attention  to  the  subject,  1  will  submit,  if  desired  by  the 
Commission,  a  programme  of  such  a  course  as  1  would  deem  appro- 
priate. 

With  these  general  remarks  on  the  studies,  &c.,  of  each  department 
of  instruction  at  the  Academy,  I  append  below,  in  tabular  form,  a  gen- 
eral view  of  how  these  various  subjects  can  be  most  advantageously 
studied  in  five  years.  Though  I  should  be  glad  if  the  course  at  West 
Point  could  be  reduced  to  four,  I  do  not  see,  without  overtaxing  cadets, 
omitting  some  essential  studies,  or  raising  the  standard  of  admission,, 
how  a  five  years'  course  is  to  be  avoided. 

In  the  following  programme  I  have  endeavored  to  omit  all  superfluous 
subjects,  to  avoid  overtaxing  cadets  with  studies,  to  intersperse  theiu 
with  healthful  military  duties,  to  illustrate  them  by  practice,  experi- 
ments, and  exercises,  and  to  prevent  confusing  their  minds  by  generally 
limiting  their  recitations  to  but  two  each  day. 

Programme  of  a  course  of  studies  at  the  United  States  Military  Academy,  an  proposed  by  Cap~ 
tain  George  fV.  CidUtm,  Co rp>i  of  Engineers. 

FIRST  YEAR— FIFTH  CLASS. 


Subjects. 

Time  employed.          ''^^Z''^  ' 

Kemarks. 

]MatbematicB— 

Algebra  

Geometry 

Tri;;ononietiy 

Mensuration 

Descriptive  geometry. . 
English  studies- 

etolldaily 

do  ..-■ 

do 

do 

do 

11  to  1  and  2  to  4,  daily, 
[      except  Saturdays. 

11  to  1  Tuesdays  and 
!      Thursdays. 
11  to  1  on  Saturdays, 

alternating. 
11  to  1  and  2  to  4  on 
Mondays,    Wednes- 
'      days,  and  Fridays. 
11  to  1  and  2  to  4^  ex- 
cept Saturdays. 
4  to  sun. set 

Sept.  to  Jan  . . ' 

] 

J- Jan.  to  June. 

] 

Sept.  to  Jan  . . 

Jan.  to  June.-l 

I  Sept.  to  June 
Jan.  to  June..' 

>  Sept.  to  June. 

"I  These  subject.s  to  be  taught  as 
1  at  present,  and  each  cadet  to 
;•  have  40  e.xauiples  in  geometry, 
1  and  60  in  trigonometry  ana 
j      mensuration. 

Geography  

CompositioD ) 

Declamation > 

French  language 

S  Care    to    be    taken    to  present 
i     plagiarism. 
As  now  taught. 

Military  gymnastics 5 

Drill  and  parade 

Fencing,  bayonet  exorcise,  Sie. 

permits. 

SECOND  YEAR— FOURTH  CLASS. 


Mathematics — 

Descriptive  geometry.  ' 

Shades,  .shadows,  and 
perspective 

Analytical  geometry ... 

Dif.  and  int.  calculus  . . 

Surveying 

JTrench  language  

Composition J 

Declamation i 

Drawing 


8  to  11  daily. 


Military  gymnastics. 
Use  of  small  arms.  .. 
Drill  and  parade 


, do '  ^Sept.to  Jan..  ) 

do I J  l-Thesamecourfeasnowpuisued. 

liiiiJo".::::::::::;.::!!"^""*"  J""*^-  J 

11  to  1,  except  Saturday]  Sept.  to  June. '  Asnowtaught, completing  course. 

11  to  1,  alternating  on  i  )           ■,  i 

Saturdays.  Ij-"-  ^° ! 

2  to  4  daily I :  Topography,  from  models  and  na- 

I  tnre;  figures  with  pen  and  ink, 

I  ;      and  laudscape  with  lead  pencik 

4to5daily ^Nov.    1    to     Exercise  of  half  an  hour  of  half  of 

do    '5     Mar.  15.  class  at  a  time. 

4  to  sunset Drill  of  one  hour  when  weather 

j  j      permits. 


MILITARY    ACADEMY    AT    WKST    POINT. 

PROGRAMME— Continued. 

THIRD  YEAR-THIRD  CLASS. 


293 


SubjectvS 


Time  employed. 


During    wlii\t 
perioiU. 


Ufiiiarks. 


Natural  and  experimental  I 

philosophy —  '  • 

Mechanics  of  solids ;  8  to  II  daily ',\ 

Mechanics  of  flnids  ... ■ do j 

Ac  "uslics I do I 

(►ptics do 

Heat  do 

Electrics do 

Astronomy ' do 


•.J  to  4  everv  other  dav 


■Otoeiuistry — 

Inorganic  chenuHtry.  .  ] 
Organic  chemistry.  ■-  •  ! 

Chemistry  of  food   f 

Agricaltnral  ch'niistry  J 

Drawing 1  2  to  4  every  other  day,  j 

1      alternating    with 
j       chemistry. 

•OMuposition 11  to  1  on  Satardays.. 


."Sept.  to  June. 


..do  .. 


.do 
.do 


fi^nitation :  11  to  1  alternate  days 

■Brill  and  parade 4  to  sunset 


.do 


f  Thi'HC  subjects  to  be  taught  by 
I  text  books  which  will  give  pa- 
I  pils  clear  and  comprehensive 
view.s  of  all  phenomena, and  the 
I  inntructors  to  fully  illustrate 
',  them  by  luctiin-s  and  expcri- 
)  nients.  The  application  of  lh>) 
I  higher  mathematics  to  be  re- 
(|uired  of  the  upper  half  of  the 
I  class  to  the  greatest  extent  of 
I  which  they  are  capable,  with- 
(  in  the  allotted  time. 
f  The  same  course  as  now  stadied, 
I  with  the  addition  of  more  me- 
I  tallurgy,  and  chemistry  of  food 
1  and  of  agriculture,  and  experi- 
I  ments  in  laboratory,  as  far  as 
[     practicable. 

Landscape,  with  bru.sh,  and  from 
nature  ;  architectural  and  ma- 
chine drawing  from  models. 
The  practice  to  be  for  each  cadet 
to  read  aloud  some  chapter  from 
an  author  (selected  at  the    mo- 
ment by  the  instructor),  which 
shall  be   the  theme  of  the  ca- 
det's composition,  to  be  at  once 
written  in  the  recitation  room. 
On  the  same  da.vs  with  drawing. 
Drill  of  one  hour,  when  weather 
I      permits. 


FOURTH  YEAR— SECOND  CLASS. 


Bngineering —  ; 

Civil  engineering iStolla.  m.  daily 

Military  engineering  . .  | do 


Mineralogy ),  ^^  ^^   j 

^t^^^.-y, V ('      otherday. 

Physical  geography )  ' 

Infantry   tactics ?    2  to    4   p.    m..    every  i  ?<;^„»   »„  i„„ 

Oavalry  tactics \\      other  day.  )  ^"^P*-  ^  "^  ""• 


Sept.  to  Jan  . . 
Jan.  t-o  June. . 

I  Sept.  to  Jan. 
[  and  during 
i  the  month 
J     of  Mav. 


Ordinance 

Otinnery .. 

Artillery  tactics. 

ESquitation ,. 

Drill  and  parade 


2  to  4   p.    m..   every 
other  day. 

do 


}  Jan.  to  June. 

i 

do 


2  to  4  every  other  day.i  Sept.  to  June. 
4  to  sunset 


I  The    present    course    as    now 

<  studied,    with   the  omissions 
(     proposed  by  the  professor. 

I  The  same  course  as  at  present 
}  studied,  adding  a  brief  outline 
j      on  physical  geography. 

I  As  adopted  for  the  infantry  of 

[     the  Army. 

;  As  adopted  for  the  cavalry  of 

)      the  Army. 

(  The  course  as  proposed  by  the 

<  present  Instructor  of  orduanoo 
(      and  gunnery. 

As  adopted  for  the  artillery  of 
the  Army. 

Alternating  with  tactics,  ord- 
nance, &c. 

Drill  of  one  hour,  when  weathet- 
permits. 


294 


MILITARY    ACADEMY    AT    WEST    POINT. 


PKOGKAMME— CoutiDiied. 
FIFIH  YKAK— FIRST  CLASS. 


Snlijcit.s. 


Time  omploj'etl. 


Diiriiie   what 
]>ericxl8. 


SemarkB. 


rractical  engineering 18   to  1    p.    ni.    "•'"Cept  1  g        ,      j^^j 

PrncticAl   astronomy  iind  V  Satnniay),    alterna-  ^     Mav' 

goodf HV  )  ting.  ) 

SfU-nce  of  war — 

ConipoHiiion  of  amies)  8  to  11  (except  Satiir-  j 

(iraiul  taetifs  j  days)(laily, Ironi  Oct.,  1  ->     ,       .    •  ,^ 

I'etite  guerre J^  1    to  January,    and  '  )■     \j„y  j 

Slratofiy every  otlierday  from  | 

Campaigns j  -Jiuinary  to  Miiy  1.  J 

History (  8  to  11  a.  in.  on  Satur-  ?  Cpnt  in  Tune 

Moralscience. >  days.  jbept.toJune 

Law — 

Con.-^titutiouallaw. . ..  ^  i-  to  11    a.  ni.  (except  ^                            j 

International  law S  Saturday)  every  Wan.toMayl.j 

Military  law )  other  day.  )                            ' 

Spanish  lan>inage 2  to  4  daily Sept.  to  June.! 


5  Half  the  class  alternate  da58. 
>         Do.  do.  :^ 

l"^f         BDdCt 

f  Until  a  prfpper  course  on  the  sci- 
)  ence  of  war  can  \m  pn-pared  Uy 
]  tlie  professor,  the  instrnctiob 
I     must  necessarily  bo  by  lectures. 

^  Thirty  lectures  by  the  professor. 
I  Four  lectures  by  the  professor. 


Particular  attention  to  be  given 
to  speakiDi;. 


Cadets  of  the  first  clas.s  to  serve  as  otlieers  and  instructors,  by  regular  details,  at  engineer,  artillery, 
infantry,  »nd  cavalry  drills,  and  in  tcaehin<T  niilitury  gymnastics  and  use  of  small  arms.  Eachuem,- 
ber  of  tile  class  to  have  equal  opportunity  of  instruction.  ^ 

There  are  many  other  j)oiiits  upon  wliich  I  have  not  touched,  l)nt,  with 
the  pressure  of  other  «luties  upon  uie.  1  have  not  time  to  go  into  tiieir 
discussion. 

The  questions  propounded  by  the  Ootiimission,  in   your  letter  of  the 
23d  ultimo,  I.  will  answer  in  another  coininunication,  in  a  few  days. 
Very  respectfully,  vour  most  obedient, 

GEORGE  W.  CULLUM, 

Captain,  U.  S.  Engineers, 
Lieutenant  J.  C.  Ives,  Top.  Engineers, 

Secretary  M Hilar i/  Academy  Commission. 


New  York,  August  21,  1860. 

Sir  :  In  answer  to  your  letter  of  the  23d  ultimo,  we  submit  the  fol- 
lowing replies  to  the  interrogatories  of  the  Commission  : 

"Question  1.  What  moditication,  if  any,  of  the  present  mode  of  as- 
signing cadets  of  the  United  States  Militaiy  Academy  to  corps  or  arm» 
would,  in  your  opinion,  be  better  adai)ti^d  to  the  purpose  of  securing 
to  each  branch  of  the  science  the  highest  special  qualifications,  and  to 
the  Army  the  greatest  eflBciencyf " 

Answer.  It  is  believed  that  no  material  modifications  of  the  present 
system  can  be  made  without  injurious  results.  The  mode  which  has 
been  practiced  since  the  course  of  instruction  was  organized  on  its 
present  basis  has  proved  a  powerful  source  of  emulation,  and  gives 
the  requisite  stiuiulus  to  exertion,  while  it  makes  quite  as  much  distinc- 
tion of  the  peculiar  talents  and  capabilities  of  cadets  as  practicable. 

Scientific  studies  fojui  the  l)asis  of  our  academic  curriculum,  and  it 
is  only  those  who  have  the  talent  for  and  are  most  proficient  in  such 
studies  who  oc(;upy  the  highest  i)laces  in  their  classes.  Hence  the  se- 
lection, by  this  scale  of  merit,  for  the  different  corps  or  arms  in  the 
order  in  which  the  several  branches  of  service  involve  the  a])plicatiou 
of  science,  military  or  civil,  affords  as  near  an  approximation  to  the 
desired  object  of  securing  ''the  highest  special  qualifications"  as  is. 
believed  [)racticable,  while  every  graduate  of  the  Academy  will  l)ear 
ample  testimony  to  the  active  emulation  it  excites.     Competition  for 


MILITARY    ACADEMY    Af    WEST    POINT.  295 

the  higher  prizes  or  choice  of  professious  prevails  iu  all  the  great  military 
academies  of  Europe,  and  to  this  maitispriug  is  due  their  excellence. 
The  competitive  system  has  given  the  Polytechnic  School  of  France  its 
wjrld  wide  reputation,  and  to  our  own  Military  Academy  much  of  its 
just  celebrity. 

Doubtless  special  cases  of  individual  aptitude  may  be  found  which 
the  mode  in  question  does  not  sutticiently  distitiguisli.  This,  however, 
is  the  exception,  and  no  mode  can  be  devised  which  shall  not  have  its 
exceptions.  Genius,  through  indolence,  may  never  ascend  at  the  Acad- 
emy, but  indolent  genius  would  rarely  attain  excellence  in  the  Army  or 
elsewhere.  If  quickened  after  graduating,  and  showing  a  decided  apti- 
tude for  any  particular  branch  of  service,  that  genius  will  manifest  it- 
self and  overleap  all  obtacles,  though  the  supposition  be  admitted  that 
the  academic  rule  does  not  recognize  it.  When  no  such  decided  genius 
exists,  that  system  is  best  which,  while  it  takes  sutHciently  into  consid- 
eration the  scholastic  r.ttainments  and  mental  constitution,  stimulates 
each  individual  to  do  his  best  in  the  particular  corps  or  arm  to  which 
he  is  assigned. 

But  whatever  may  be  thought  of  the  merits  of  the  mode  adopted  at 
the  Academy,  it  is  believed  that  any  modification  which  should  attempt 
to  distinguish  and  secure  special  qualifications  by  deferring  the  assign- 
ment to  corps  aud  arms,  and  making  the  selection  the  result  of  a  post- 
academic  period  of  service,  would  be  practically  a  failure  in  all  that  it 
attemi)teil  to  accomplish  during  such  period.  This  innovation  would 
entirely  destroy  emulation  at  the  Academy  by  postponing  its  reward 
to  a  remote  period  after  graduation,  and  rendering  uncertain  the  fruits 
of  immedi;ite  exertion.  The  youthful  mind  cannot  be  made  to  look  f.ir 
in  advance;  its  best  incentive  is  the  prospect  of  immediate  results,  and 
all  experience  has  proved  that  the  intrinsic  value  of  study  and  its  pros- 
pective advantages  are  an  adequate  stimulus  to  every  school  boy.  The 
system  of  selection,  according  i»  supposed  aptitude,  has  been  fully  tried 
in  u)Ost  of  the  staff  branches  of  our  service,  aud  we  would  frankly  ask  : 
Has  it  produced  abler  men  or  better  soldiers  than  those  assignetl  to  corps 
or  arms  upon  their  graduation  standing  at  the  Academy? 

It  is  possible  that  the  mode  of  making  up  the  "general  merit"  of 
graduates  at  the  Academy  might  be  somewhat  modified  to  more  surely 
guarantee  the  assignment  of  the  first  honors  in  classes  to  the  highest 
talents  aud  best-developed  minds.  For  instance,  it  uiay  be  a  question 
whether  constitutional,  international,  and  military  law,  or  the  French 
language  should  be  on  an  equal  footing  with  cavalry  tactics,  equita- 
tion, and  veterinary  art.  Such  considerations,  however,  apply  only  to 
the  application  of  the  system,  which,  in  itself,  is  admirable,  and,  in  our 
opinion,  secures  the  welfare  of  the  Academy  and  the  best  interests  of 
the  service. 

With  these  views  we  would  most  earnestly  urge  that  there  be  ma«le 
no  "modifications"  of  the  present  mode  of  assigning  cadets  of  the 
United  States  Military  Academy  to  coips  or  arms,  believing,  as  we  do, 
that  it  is  admirably  "adapted  to  the  purpose  of  securing  to  each 
branch  of  the  service  the  highest  specnal  (pialifications,  and  to  the  Ai  niy 
the  greatest  general  efficiency." 

Question  2.  To  what  extent,  if  at  all,  would  it  be  advisable,  in  your 
opinion,  to  re<piire  oHicers  to  serve  in  different  corps  or  aims? 

Answer.  We  have  some  doubts  as  to  the  purport  of  this  cpiestion. 
If  it  is  asked  whether  officers  of  ditferent  corj)S  or  arms  had  better  do 
duty  appropriate  to  their  own  branches  of  service,  with  troops  in  the 
field,  we  would  certainly  answer  yes;  but,  if  the  (luestion   is  whether 


29G  MILITARY    ACADEMY    AT    WKST    POINT. 

all  graduates  of  the  AcadeiiiN  lia»l  IkMiim-  |)oi(oiiii  tours  ol  diitv  with 
all  corps  and  artiis  before  bciiij;  ;issi<jjned  to  tlieir  iti'iiiiaiieiit  positions 
in  till'  Army,  we  woulti  einphatically  answer  no. 

Doubtless,  to  the  i)r()fessional  soldier,  all  kinds  of  military  seivica 
are  \alnable,  and  proliciency  in  the  sjieeial  r«<|uirements  of  the  corps 
nnd  amis  wonhl.  be  an  important  addition  to  proficiency  in  his  own 
branch  of  service,  but  our  aspiiations  must  necessarily  be  refjulated 
not  by  what  is  invaluable  and  desirable,  but  by  what  is  attainable  and 
practicable.  AVe  have  aimed,  in  constituting;  our  Military  Academy, 
at  what  no  European  nation  has  accomi)lished,  viz :  To  furnish  our 
wliole  Army  with  a  body  of  thoron;:hl.\  educated  military  men,  by  in- 
structing every  pupil  ot  the  Acildemy  in  all  branches  of  scientific 
and  mditary  knowledge,  regardless  of  the  coips  or  arm  in  which  be 
may  serve.  But,  in  thus  elevating  the  standard  of  instruction  for  the 
whole  Army,  let  us  not  incidentally  lower  the  standard  of  attainments 
for  the  scientific  corps  and  arms,  which  we  aim  too  at  having  equal  to 
Any  in  the  world.  There  are  no  })rofessional  pursuits  in  life  which  de- 
mand more  thorough  scientific  knowledge  and  constant  experimental 
practice  than  those  of  the  higher  branches  of  our  service. 

In  artiller.N,  the  form  and  construction  of  ordnance,  for  the  greatest 
flight  of  projectiles,  and  the  minimum  strain  of  the  gun.  involve  the 
highest  applications  of  science.  To  improve  the  means  bf  warfare,  upou 
which  victory  so  depends,  is  no  longer  trusted  to  the  uneducated  me- 
chanic, but  is  made  the  duty  of  the  scientific  soldier. 

The  engineers  are  called  upon  not  only  to  devise  our  system  of  de- 
fenses, and  to  construct  our  fortifications  (functions  involving  the  high- 
est application  of  the  exact  sciences,  and  a  knowledge  of  every  branch 
of  the  art  and  practice  of  war),  but,  at  the  same  lime,  thej'  must  be 
civil  as  well  as  military  engineers,  for  on  them  also  devolve  the  con- 
struction of  roads,  bridges,  harbor  improvements,  aqueducts,  light- 
houses, and  public  buildings  of  every  kind,  and  only  by  the  i>ractice 
and  unremitting  study  of  a  life  can  they  succeed  in  mastering  their  ex- 
acting profession. 

The  Academy  prepares  the  officer  by  a  high  scientific  education,  and 
by  sufficient  general  instruction  in  the  specialities  of  all  corps  or  arms, 
to  enter  at  once  upon  his  specific  duties.  It  is  most  desirable  that, 
while  this  knowledge,  general  and  special,  is  still  fresh,  and  while  his 
mind  is  pliable  and  teachable,  he  should  enter  upon  the  practice  of  his 
special  corps  or  arm. 

Service  with  troops  in  the  field,  particularly  with  army  corps  in  ac- 
tive warfare,  is,  doubtless,  highly  improving  to  the  military  man,  to 
whatever  corps  or  arm  he  may  belong.  Interchange  of  service  could, 
however,  only  be  contemplated  in  time  of  peace,  and  it  is  believed  that 
no  sufficient  advantage  woidd  accrue  to  the  staff  corps  or  artillery  by 
their  officers  serving  in  the  infantr.v  or  cavalry  regiments  (and  lUce 
versa)  to  compensate  for  the  incidental  and  unavoidable  evils.  In  a 
recent  war  with  Mexico,  most  of  the  officers  of  our  staff  corps  had  never 
served  a  day  with  the  troops;  yet  it  is  believed  that  the  whole  army 
will  bear  testimony  to  the  zeal,  skill,  and  efficiency  with  which  they 
performed  every  duty  which  they  were  called  upon  to  execute. 

Question  3.  Do  the  graduates  of  the  United  States  Military  Acade- 
my, as  far  as  you  know  or  believe,  generally  pursue  their  professional 
studies  after  entering  their  respective  corps ;  and  can  you  suggest  a 
method  which  would,  in  your  opinion,  further  stimulate  to  useful 
emulation  and  professional  improvement  among  the  junior  officers  of 
the  Army? 


MILITARY    ACADEMY    AT    WEST    POINT.  297 

Answer.  It  is  believed  that  the  graduates  of  the  United  States  Mili- 
tary Academy  do  not,  generaUy,  jinrsue  their  professional  studies  to  the 
extent  it  is  desirable  tliey  should. 

An  obvious  method  •'  which  would  stimulate  to  useful  emulation  and 
professional  improvement  nmouf;  the  junior  otticers,"  would  be  to  pro- 
vide for  examinations  for  j)romotion,  as  in  the  Medical  Dei)artiueut  of 
the  Army,  to  successive  grades,  up  to  the  rank  of  major. 

To  provide,  however,  a  system  of  examinations  which  should  be 
uniform,  impartial,  and,  at  the  same  time,  efficient  for  a  service  as 
scattered  as  ours  is  woidd  rcipiire  great  caution,  and,  after  all,  doubts 
would  suggest  themselves  as  to  its  practical  woiking.  It  would  require 
years  before  it  could,  mxier  tavoiable  auspices,  be  made  to  produce  its 
lull  lesults;  and  a  nniloiniity  of  administration  of  the  War  Depart- 
inent,  which,  shil'ting  as  is  its  head,  uiight  not  be  found. 

Perhaps  a  mode  involving  fewer  doubts,  in  practice,  though  less 
■comprehension  in  working,  might  be  suggested.  The  evil  is  believed 
to  arise,  iu  great  degree,  from  the  isolation  of  a  large  portion  of  the 
Army  from  society  and  the  smalluess  of  our  military  posts,  and  hence 
the  want  of  that  stimulus  which^the  daily  contact  of  officers  with  edu- 
cated men  of  the  world,  with  each  other,  and  a  participation  in  the 
ordinary  pursuits  of  life,  would  supi)ly.  Add  to  this  the  difficulty  of 
obtaining  books' at  our  small  frontier  posts,  and  the  constant  change  of 
location  incidental  to  service  in  our  Indian  territories. 

The  concentration,  therefore,  of  our  small  posts  into  fewer  large  ones — 
a  measure  recommeiuled  on  other  grounds  by  a  former  Secretary  of 
War  (now  a  member  of  this  Commission) — would  be  in  itself  one  pre- 
liminary means  towards  stimulating  study,  and  rendering  examinatiooa 
for  promotion  practicable.  The  officers  of  the  staff  corps  find,  to  a  cer- 
tain extent,  for  the  performance  of  their  actual  duties,  the  need  of  scien- 
tific study,  which  is  little  felt  in  the  routine  of  company  duty.  The 
establishment  of  a  school  of  practice  for  artillery  at  Fort  Monroe,  by 
the  concentration  of  a  large  number  of  artillery  officers,  and  the  organ- 
lEation  of  a  systematic  course  of  instruction  and  practice  ;  the  collection 
of  a  military  library,  and  of  the  material  means  for  experiment,  must 
tend  most  "forcibly  "to  diffuse  knowledge  in  that  branch  of  the  service. 
Not  only  so,  but  since  the  larger  portion  of  our  artillery  force  serves 
as  infantry,  and  all  of  it  in  turn  serves  its  tour  of  duty  at  Fort  Monroe, 
this  school  cannot  but  be  widely  influential  in  stimulating  study  through- 
out the  Army. 

Let  an  infantry  and  cavalry  school  of  practice  be  estalished  at  some 
convenient  point  where  two  regiments  could  be  concentrated,  and  let 
a  course  of  study  and  practice  be  organized,  embracing  not  only  what 
is  peculiar  to  infantry  and  cavalry,  and  the  theory  and  use  of  small  arms, 
but  also  all  those  subjects  the  knowledge  of  which  is  so  important  to 
line  officers  of  our  service,  such  as  field  fortification,  survey,  and  recon- 
uaissauce  of  military  positions,  attack  and  delense  of  posts,  &.c. 

The  study  which  an  officer  (;an  pursue  by  himself  and  while  serving 
with  troops  on  our  frontiers  is  necessarily  very  limited  ;  and  even  were 
liis  lacilities  greater,  the  knowledge  acquired  from  mere  book  reading, 
<lisconnected  from  all  application,  is  generally  felt  to  be  an  inadeijuate 
return  for  the  labor  it  costs.  It  is  l)y  bringing  men  together,  encour- 
aging communion  of  thought,  stimulating  emulation,  and  furnishing  to 
the  community  plentifully  the  books  and  means  of  experiment  and  re- 
search, that  knowledge  is  disseminated  and  its  pursuit  encouraged,  and 
if  we  would  stimulate  our  otticers  to  study  and  disseminate  knowledge 
throughout  the  service,  we  must  act  on  these  principles. 


298  MILITARY    ACADEMY    AT    WEST    POINT. 

Jfsueli  a  school  as  wo  have  indicated  could  be  orj^anized  on  any  con- 
siderable scale,  we  should  anticipate  far  wider  results  than  would  How 
from  a  mere  system  of  examinations. 


« 

AuTiLLERY  School, 
Fort  Monroe,  Old  Point,  Virginia,  Aiipust  17,  1800. 

SiE :  Colonel  Dimick,  commandin}];  this  school,  handed  me,  with 
others  (as  captains),  the  follow! oj^  queries,  viz  : 

*'  1.  What  uiotlitications,  if  an^",  of  the  present  mode  of  assigning' 
cadets  of  the  Uuited  Htates  Military  Academy  to  cor[)8  or  arms  would, 
in  your  oj)iiiion,  be  better  adapted  to  the  purpose  of  securing  to  each 
branch  of  the  service  the  highest  si)ecial  qualifications,  and  to  the  Army 
the  greatest  geneial  efficiency  ? 

"2.  To  what  extent,  if  at  all,  would  it  be  advisable,  in  your  opinion, 
to  reipiire  officers  to  serve  in  different  corps  or  arms? 

"3.  J)o  the  graduates  of  the  Academy,  so  far  as  you  know  or  believe, 
generally  pursue  their  professional  studies  after  entering  their  several 
corps;  andean  you  suggest  a  method  which  would  further  stimulate 
to  useful  emulation  and  professional  improvement  among  the  junior 
officers  of  the  Arniy  f 

'•4.  AViiat  moditicitious  or  changes  in  the  organization  and  course 
of  instruction  at  the  Academy  are,  in  your  opinion,  desirable  to  insure 
to  the  army  officers  best  qualified  to  perform  their  various  duties,  and 
to  meet  all  their  responsibilities  f 

To  the  first,  I  reply  that  1  would,  before  assigning  the  graduate  to 
arms  or  corps,  give  him  a  chance  in  the  field,  to  show  what  sort  of  stuff 
he  is  made  of.  He  may  graduate  head  of  his  class,  and  yet  be  con- 
stitutionally too  timid,  nervous,  or  wanting  in  judgment  for  position 
in  the  highest  arniy  corps.  Send  him  for  two  or  three  years  to  serve 
with  cavalry  and  infantry  on  expeditions  against  the  Indians  before  as- 
signment. 

To  the  second  query,  I  reply  that  I  think  it  would  be  of  great  ad- 
vantage to  the  service  and  the  officer  to  require  the  graduate  to  serve 
in  the  different  corps  for  a  terra  of  >ears;  especially  is  this  necessary 
to  the  staff  officer,  who  now  goes  direct  from  West  Point  and  his  books 
to  the  bureau  or  department  at  Washington,  where  he  gradually  be- 
comes an  advi.-er  upon  military  matters  of  the  Secretary  of  War  and 
the  President.  The  result  is  that  the  Executive  will  soou  have  no 
advisers  from  the  field  or  regiments  except  an  occasional  line  officer  on 
a  campaign  at  Washington,  who  not  being  responsible  for  suggestions, 
and  not  aware  of  the  a})plica*^^ion  made  of  tiieni,  the  result  is  frequent 
and  queer  orders  and  counter  orders,  and  special  legislation  in  Army 
matters,  to  suit  the  interests  of  its  advisers  rather  than  the  Army 
generally.  After  going  through  a  course  of  field  service  with  infautry 
and  cavalry  troops  the  graduate  should  be  examined  with  a  view  to  his 
permanent  assignment  to  tiie  corps  for  which  his  taste  ami  capiicity 
best  tit  him.  Those  who  stand  highest  should  have  the  right  of  choice, 
due  regard  being  paid  to  the  result  of  their  West  Point  examinations. 
While  the  ni((,n  was  thus  contending  for  a  i)Osition  he  would  learn  some- 
thing about  that  position.  As  it  is  now,  the  boi/  at  West  Poiiii  un- 
wittingly fixes  ills  future  fate  without  knowledge  of  the  corps  to  which 
he  is  to    be  assigned,  and  perhaps  with    tastes  and  capacities  which. 


MILITARY    ACADEMY    AT    WEST   POINT.  29^ 

would  insure  him  high  honors  in  another  and  more  suitable  corps  it 
he  WHS  allowed  to  know  something  of  the  service  before  being  settled 
for  life  in  it.  During  this  initiatory  cour>e  the  pay  of  the  graduate 
should  not  atiord  the  means  of  extravagance  or  matrimony,  which  it  now 
does. 

To  the  third  (juestion  I  answer,  no ;  and  to  insure  study  after  gradu- 
ating, some  plan  of  assignment  to  corps  after  service  and  examination,, 
or  examination  as  to  fitness  before  each  promotion  as  high  and  to  in- 
clude the  rank  as  major,  is  ahsolutely  necessary.  The  latter  system  is 
found  to  worli  admirably  in  the  medical  staff',  where  it  gives  us  physi- 
cians in  whom  we  can  confide,  and  a  corps  of  gentlemen  of  which  the- 
Army  is  i)roud. 

To  the  fourth  query  1  reply  that  I  think  five  (5)  years  is  required  at 
West  Point  to  educate  the  officer,  because — 

Firstly.  He  is  too  young  at  20  or  21  years  of  age  for  the  high  pay  and 
responsible  positions  into  which  he  is  at  once  forced. 

Secondly.  Better  have  fewer  graduates  and  leave  some  vacancies  in 
the  Army  for  meritorious  soldiers  as  a  reward  for  the  distinguished 
and  brave.  Certainly  there  should  be  some  reward  to  the  men  who 
among  sixteen  thousand  are  the  best  and  bravest ;  and  there  is  no 
incentive  to  valor  like  that  of  promotion.  Tlie  Army  already  show* 
the  good  effects  of  the  law  for  promotion  from  the  ranks  in  the  better 
material  of  which  it  is  comj)osed.  Even  if  we  do  not,  in  a  few  cases,, 
get  such  intelligent  officers  by  this  law,  we  get  braver  and  more  effi- 
cient men. 

Thirdly.  The  cadet  going  to  West  Point  from  the  sparsely  populated 
West,  has  sometimes  had  no  chance  of  obtairing  a  common  Euglisb 
education,  or  his  parents  have  been  too  poor  to  give  it  to  him,  hence 
test  his  capacity  before  he  is  rejected.  For  this  purpose  such  candidate* 
for  admission  who  require  it  should  have  two  or  three  months'  course 
of  instruction  and  recitations  in  arithmetic  and  English  branches^ 
Now  the  ai)plicant,  after  five  or  ten  minutes'  examination  on  a  few  sub- 
jects, is  often  sent  back  home  in  disgrace,  whereas  in  a  couple  of  month* 
he  could  show  by  his  zeal  and  capacity  a  fi  aess  for  high  honors  which 
may  have  been  opened  to  a  stupid  son  of  wealthy  parents  because  he  is. 
just  come  from  college. 

Fourthly.  The  course  at  West  Point  affords  very  few  facilities  for  ob- 
taining practical  knowledge,  such,  for  instance,  as  that  required  to  dis- 
cover and  work  mines.  The  wonderful  resources  of  the  West  in  min- 
erals demand  that  this  knowledge  should  be  had  by  the  intelligent  offi- 
cer. Now  he  is  sadly  deficient  in  it,  and  there  is  no  place  where  it  could 
be  taught  better  than  West  Point.  The  course  is  deficient  in  the  prac- 
tice of  military  surveying  and  mapping;  very  deficient  in  the  use  of  in- 
struments of  every  sort.  ^ly  experience  on  the  coast  survey  proved  to 
me  how  utterly  incomplete  the  \A'est  Point  course  was  in  this  branch  of 
science.  If  the  Commission  wish  to  test  the  efficiency  of  the  gra(Uiates 
in  the  use  of  instruments  ask  some  of  them  to  take  the  necessary  ob- 
servations and  determine  the  latitude  and  longitude  of  some  point,  or 
get  one  of  them  to  make  a  survey  with  the  theodolite  and  military  ma|> 
of  the  point.  The  graduate  has  learned  to  copy  a  map  or  draw  heads 
in  crayon  from  various  masters,  but  few  of  them  can  accurat^dy  deline- 
ate a  piece  of  ground  before  him.  For  such  purposes  a  number  of  test- 
ing, surveyiiig,  and  observing  insttuments,  <;heap  enough  to  be  used  by 
tyros,  should  be  purchased,  and  the  nice  instruments  now  in  the  Acad- 
emy can  be  still  kept,  as  they  now  are,  lor  the  use  of  the  ])rofessors  and 
their  intelligent  assistants. 


300  MILITARY    ACADEMY    AT    WEST    POINT. 

WIh'ii  1  joined,  after  graduating  at  the  age  of  twenty,  I  found  myself 
at  once  in  command  of  a  company  in  Florida;  and  in  a  few  months  per- 
formin;;,  in  addition  (as  well  as  I  knew  how),  the  duties  of  assistant 
•<]UJirtormiister,  assistant  commissary,  and  commanding  olticer  of  a  de[)Ot 
post.  After  some  lessons  from  the  ordnance,  commissary,  and  qnarter- 
niaster  seigeants,  1  managed  to  make  out  my  papers  ;  hut  most  of  them 
<;,une  back  as  erroneous.  This  might  i)artly  have  bt-en  prevented  by  a 
few  lessons  on  military  acconntabiliry,  and  a  little  practice  in  making 
returns,  rolls,  and  reports  at  West  Point. 

In  a  word,  the  course  of  studies  at  West  Point  is  now  eminently 
theoreticid.  It  should  have  one  year  devoted  entirrli/  to  the  use  and 
application  of  the  present  four  years  ot  theory.  The  pure  mathematics 
should  be  applied  to  useful  machines — to  the  use  of  the  instruments  of 
the  engineer,  the  miner,  the  surveyor,  astronomer,  and  artdlerist. 
Topograj)hical  sketches  should  be  n)ade  from  nature;  visits  made  to 
the  nearest  mines,  foundries,  arsenals,  and  powder  works;  journals 
and  sketches  of  the  routes  and  places  visited  made  with  care ;  and 
these,  as  well  as  all  original  maps,  calculations,  and  other  work  done, 
should  be  certified  to  upon  the  honor  of  the  signee  as  his  own  work, 
and  no  ropy^  and  be  submitted  to  the  examining  boanl,  as  a  proof  of 
the  practical  ability  of  the  student,  and  the  amount  and  quality  of  his 
work ;  and  the  cadet  deficient  in  power  to  apply  theory  should  be  cer- 
tainly rejected. 

In  my  time  at  West  Point  I  looked  at  a  sextant  and  a  theodolite, 
memorized  from  the  book  their  adjustments,  and  had  about  as  much 
idea  of  their  use  as  an  Indian  has  of  watch  making  who  has  looked 
into  a  watch.  I  learned  from  a  book  the  tests  of  various  ores  and 
minerals,  and  could  not  tell  stone-coal  from  cinnabar;  and  I  acquired 
more  knowledge  of  cannon  casting  from  an  accidental  visit  to  Kemble's 
foundry  than  from  all  the  books  in  the  course.  So  also  with  the  course 
of  artillery  and  infantry.  I  commanded  a  company  on  infantry  drill 
once  or  twice;  in  other  arms,  never;  and  throughout  the  course  but 
little  care  was  taken  to  have  me  apply  what  I  learned  from  print;  for 
instance,  I  never  was  called  on  to  speak  French  or  listen  to  it  spoken, 
though  I  recited  upon  grammar,  Lecons  Franyaises,  and  Gil  Bias;  and 
have  since  learned  more  Spanish  from  Mexican  senoritasin  two  mouths 
than  I  did  French  at  the  Point  in  two  years.  I  recai)itulate  my  sug- 
gestions: 

First.  Send  all  graduates,  at  once,  to  learn  themselves,  and  the  art  of 
war  where  it  is  practiced — in  the  fiehl. 

Second.  In  two  or  three  years  examine  them  by  officers  of  rank  for 
assignment  to  corps  and  regiments. 

Third.  Have  no  promotion  below  the  rank  of  major  without  a  pre- 
vious examination  and  rejection  of  the  unworthy. 

Fourth.  At  West  Point,  during  the   first  two  or  three  mouths,  give 
the  poor  boys  a  chance  to  show  that  they  can  learn  ;  and  during  the  last 
jear  let  the  class  prove  what  they  can  do  with  so  much  learning. 
I  am,  sir,  respectfullv,  vonr  obedient  servant, 

E.  O.  C.  ORD, 
^  Captain  Third  Artillery. 

Lieutenant  J.  C.  IvES, 

Secretary  to  Commission. 

N.  B. — I  speak  above  of  the  course  at  the  Academy  from  experience, 
and  from  what  I  see  in  recent  graduates.  In  regard  to  selecting  the 
staft"  from  the  Army  at  large,  and  for  a  term  of  years,  I  think  the  plan 


MILITARY    ACADEMY    AT    WEST    POINT.  301 

would  work  well  if  the  senior  start"  officers  had  no  tions  or  relatives  in 
the  line,  and  if  there  was  any  likeliliood  of  the  selection  continuing^ 
open  to  the  whole  Army  after  tiie  sons  of  iutlnential  men  now  in  the 
line  should  be  selected. 

Your  obedient  servant, 

E.  O.  C.  O. 


Artillery  School,  Fort  Monroe,  Virginia, 

Augmt'lii,  1800. 

Sir  :  We  have  the  honor  to  make  the  following  replies  to  the  ques- 
tions proposed  to  the  captains  at  this  school  by  the  Military  Academy 
Commission  : 

To  first  question — 

We  are  of  opinion  that  the  present  mode  of  assigning  cadets  of  the 
United  States  Military  Academy  to  corps  or  arms  is  the  best  and  fairest 
that  can  be  devised. 

To  second  question — 

We  are  of  opinion  that,  as  each  officer  should  have  his  specialty, 
service  in  ditterent  corps  or  arms  would  not  increase  his  efficiency. 

To  third  question — 

We  believe  that  officers  who  serve  on  the  frontiers,  and  in  the  Indian 
country,  do  not,  as  a  general  rule,  pursue  their  professional  studies 
beyond  the  tactics  of  their  arm.  In  a  number  of  cases,  this  is  owing 
to  the  want  of  hooks  and  other  facilities  for  doing  so.  Transportation 
is  frequently  so  very  limited  that  not  even  amaU  libraries  can  be  taken 
along.  Notwithstanding  this,  we  are  of  opinion  that  the  officers  of  our 
Army  will  compare  favorably  with  those  of  other  services. 

To  the  question  respecting  modifications  or  changes  in  the  organi- 
zation and  course  of  studies  at  the  United  States  Military  Academy, 
we  reply  that  we  think  the  four  years'  course  preferable  to  the  present 
five  years'  course.  We  aie  of  opinion  that  more  time  should  be  devoted 
to  military  surveying  and  practical  astronomy.  A  supply  of  cheaper 
instruments  in  these  dej)artments  would  artord  the  cadets  a  better 
opportunity  of  learning  their  manipulations,  and  thus  becoming  pro- 
ficient in  their  use.  In  consequence  of  the  small  portion  of  time  now 
given  to  the  practical  use  of  instruments,  very  few  of  the  cadets,  at  the 
time  of  leaving  the  Academy,  can  make  the  necessary  observations  for 
conducting  a  military  survey,  and  determining  the  latitude  and  longi- 
tude of  a  place. 

Respectfullv  submitted  by  your  obedient  servants, 

JOSEPH  KOBERTS, 

Captain  Fourth  Artillery, 
JAMES  B.  KICKETTS, 

Captain  First  Artillery. 

Lieut.  J.  C.  Ives, 

Secretary  to  Military  Academy  Commission. 


West  Point,  New  York, 

August  21,  1860. 
Sir:  In  answer  to  the  inquiry  of  the  Commission  in  regard  to  the 
organization  of  the  examining  board  to  decide  between  the  competitors 


302  MILITARY    ACAHEMY    AT    WEST    POINT. 

lor  i>i(»iii()ti()ii  to  statV  (•ori)s  of  the  Army,  and  referred  to  in  my  letter 
>date<I  .Inly  31,  I  wonld  snjj^est  a  plan  son)e\vhat  similar  to  that  now 
practiced  by  the  medical  department  ot  the  Army  under  an  act  of 
<.'onj;ress.  All  candidates  for  entrance  into  and  promotion  from  one 
^rade  to  another  in  that  corps  are  examined  by  a  board  of  Army  sur- 
geons; that  is,  by  a  board  (composed  of  members  of  the  parti(;idar  corps 
to  which  the  candidate  as|)ires.  This  I  wouhl  recomnuMul,  with  sliglit 
qualilication,  in  the  case  under  consideration.  Whenever  a  vacancy 
occurs  in  any  one  of  the  corps  referred  to,  the  board  should  be  detailed 
from  that  corps;  and,  as  service  with  troops  shoidd  be  one  of  the  indis- 
])ens;ible  (pialitications  for  success  on  the  part  of  the  aspirant,  I  would 
add  a  nieml»er  (roin  the  particular  arm  with  which  he  had  been  serving. 
The  number  of  members  would,  in  some  nu^asure,  be  regulated  by  the 
uecessities  of  the  service  at  the  time  of  organizing  the  board.  I  should 
tliiidi  tliat  two  from  the  corps  in  which  the  vacancy  occurs  and  one  from 
the  regiment  in  which  the  officer  has  served  would  be  snflicient. 

In  resi)ect  to  the  examination  for  each  grade  of  advancement  to  that 
of  captain,  I  would  recommend  that  the  board  of  examiners  be  com- 
j)osed  of  three  members,  to  be  appointed  from  the  regiment  or  corps  to 
which  the  candidate  belongs. 

Very  respectfully,  your  obedient  servant, 

S,  COOPER, 

A  a  jut  ant-  General. 

Lieut.  J.  C.  Ives,  U.  S.  A., 

Secretary  to  Commhsion. 


Watervleit  Arsenal, 

August  20,  1860. 

My  Dear  Sir  :  T  sent  to  Mr.  Davis  ou  Friday  a  duplicate  of  my  an- 
swer to  your  circular,  which  1  hope  was  received.  I  now  inclose  a  copy 
of  the  programme  <lrawn  up  by  our  board  last  spring,  with  remarks  ou 
the  modifications  which  I  would  propose  for  a  four-years'  course. 

Mr.  H.  Winter  Davis  asked  me  to  state  more  fully  my  ideas  with  re- 
gard to  the  course  of  natural  and  experimental  philosophy.  It  is  diflB- 
-cult  to  do  so  briefly,  as  my  notions  involve  a  great  change  in  the  man- 
ner of  treating  the  subjects  of  that  course,  and  can  only  be  carried  out 
by  means  of  new  text-ijooks,  which  it  is  useless  and  unreasonable  to  ask 
of  a  professor  who  has  already  prepared  his  books  according  to  his  own 
plan.  JNIy  belief  is,  that  the  cadets  really  learn  very  little  that  is  useful 
or  practical  in  that  course,  and  I  am  confirmed  in  this  belief  by  what 
the  graduates  of  the  Academy  tell  me.  They  tell  me  that  they  studied 
*•  for  the  examination  "  ;  that  is  to  say,  they  learned  the  mathematical 
formula,  &c.,  with  little  definite  notion  of  their  meaning.  Our  board 
talked  over  this  subject  a  good  deal,  but  could  See  no  way  out  of  the 
difficulty  except  the  compromise  which  they  proposed — to  give  a  popu- 
lar knowledge  of  the  elements  of  mechanics  and  physics  to  the  whole 
•class,  and  then  apply  the  analytical  method  to  the  investigation  of  the 
phenomena  which  they  had  learned.  In  this  way  it  was  ho[)ed  that  all 
would  acquire  a  general  knowledge  of  these  phenomena,  and  the  few 
who  are  capable  of  following  the  abstruse  path  of  analytical  investiga- 
tion will  be  furi'.ished  with  the  clue  for  doing  so.  Genot's  or  Silliman's 
book  was  mentioned  rather  as  an  illustration  than  a  precise  example.    I 


MILITARY    ACADEMY    AT    WEST    POINT.  303 

should  wish  to  use  a  book  in  whicli  the  priuciples  of  mechanics  were 
more  fully  developed  by  means  of  the  geometrical  method,  and  I  would 
not  require  the  lower  half  of  the  class  to  study  the  analytical  method  at 
all,  nor  even  to  prepare  for  that  study  by  previously  stutlying  the  higher 
mathematics.  My  system  is  based  on  the  simple  notion  of  graduating 
4\s  luaoy  as  possible  of  those  who  enter  who  exhibit  the  recpiisite  intel- 
ligence, cffaracter,  and  ability  to  make  useful  otlicers  in  the  corps  for 
which  they  are  recommendeil.  The  other  plan  of  i)ushing  the  instruc- 
tion of  all  to  the  highest  point  that  ««?/ are  capable  of  attaining,  is 
fouuded  on  the  |)rinciple  of  selecting  the  best  talent  of  the  country  for 
the  Military  Academy,  and  is,  I  fear,  impracticable.  Still,  \f  the  politi- 
eal  gentlemen  say  so,  [  am  very  willing  to  see  it  tried. 

Please  let  me  know  if  you  receive  my  communication  this  time. 
Yours,  respectfully, 

A.  MOEDECAI, 

Major,  Ordnance. 

Lieut.  J.  C.  Ives,  die,  &c. 


304 


MILITARY    ACA-DEMY    AT    WEST    POK.'T. 


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MILITARY   ACADEMY    AT    WEST    POINT. 


307 


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2  a.ti 

308  Military  academy  at  west  roixr. 

Fort  Monroe,  Virginia, 

August  21,  18G0. 

Sir  :  To  the  first  and  second  interrogatories  of  your  circular  letter  of 
July  18,  J  answer: 

LJl)  to  the  grade  of  captain,  consider  the  oflicer  to  be  temporarily  as- 
signed, and  subject,  according  to  speciality  or  qualification,  for  duty 
with  any  (;orps,  (pialilication  and  speciality  to  be  determined  by  exami- 
nations, not  exceeding  one  iu  any  one  year. 

To  the  third  interrogatory — 

Examinations,  and  nothing  else  but  examinations,  for  promotion  to 
the  several  grades  from  second  lieutenant  to  major,  will  secure  to  the 
Army  all  the  benefits  it  ought  to  derive  from  the  Academy. 

The  twenty  or  more  years  which  follow  graduation  are  generally  lost 
years. 

Regarding  changes  or  modifications  iu  the  course  of  instruction  — 

1  would  add  a  special  and  distinct  department  of  military  history, 
army  administration,  law  military,  law  international,  the  military  geog- 
raphy of  the  United  States,  and  the  current  field  operations,  on  the 
ground,  of  surveying,  reconnaissance,  throwing  u])  field  works,  with  illus- 
trations, on  the  ground,  of  strategy  and  the  tactics  of  battles,  the  course 
to  embrace  the  fourth  and  fifth  years. 

Kes[)ecttully,  your  obedient  servant, 

THOMAS  WILLIAMS, 
Brevet  Major,  Captain  Fourth  Artillery. 

First  Lieut.  J.  C.  Ives, 

Secretar)!  U.  S.  Military  Academy  Commission,  &c. 


K*. 

Fort  Monroe,  Virginia, 

Angust  22,  18G0. 

Sir:  The  commandant  of  the  artillery  school  not  deeming  the  com- 
munication which  you  addressed  to  the  staff  of  the  artillery  school  a 
proper  subject  for  the  consideration  of  that  body,  I  shall  take  the  lib- 
erty (presuming  the  object  of  the  communication  was  to  elicit,  as  far  as 
possible,  the  views  of  the  officers  on  the  several  subjects  mentioned  in 
the  circular)  of  submitting  my  individual  views  upon  the  several  ques- 
tions propounded. 

First,  in  respect  to  the  circular  dated  the  18th  of  August,  and 
which  has  reference  to  modifications  in  the  organization  and  instruc- 
tion, &c.,  of  the  Military  Academy.  In  respect  to  its  organization, 
I  should  recommend  that  hereafter  all  of  the  professorships,  as  they 
may  become  vacant,  be  filled  by  selection  from  the  Army ;  and  that 
the  professors  retain  their  rank  in  their  res[)ective  corps,  and  be  enti- 
tled to  promotion  the  same  as  if  on  duty  with  them.  I  think  that 
this  change  will  have  a  tendency  to  increase  the  military  spirit  of  the 
Academy. 

Second.  I  would  recommend  that,  as  far  as  practical,  the  course  ot 
studies  be  ada{)ted  to  the  wants  and  requirements  of  the  several  corps 
to  which  the  graduates  will  probably  be  assigned.  I  would  not  omit 
any  part  of  the  present  course  in  mathematics,  engineer,  or  iu  natural 
philosophy  iu  the  instruction  of  the  upper  sections,  or  for  those  cadets 


MILITARY    ACADEMY    AT    WEST    POINT.  309 

winch  may  probably  be  assigned  eitber  to  the  eiifjinecrs,  ordnance,  oi 
artillery.  In  the  lowest  sections,  or  those  from  which  the  cavalry  and 
infantry  ollicers  will  be  selected,  I  think  that  the  course  in  these  several 
subjects  may  jierhaps  be  considerably  curtailed. 

In  sevLM-al  of  the  departments  considerable  change  has  been  mad*' 
since  I  was  connected  with  the  Academy.  To  what  extent  th^se  changes 
and  modifications  may  have  been  carried  I  am  not  sufficiently  informed 
to  give  an  understanding  oi)inion  as  to  what  other  (;hanges  may  be 
necessary.  I  venture,  however,  to  suggest  the  following  points  for  con- 
sideration :  In  the  dei)arrment  of  drawing  I  should  limit  the  instruction 
to  military  and  mathematical  drawing.  The  cad<t  should  be  able  to 
read  a  to|)Ographical  map  at  a  glance.  In  the  department  of  English 
studies,  military  history  should  constitute  an  important  item.  The  de- 
partment of  ordnance,  gunnery,  &c.,  with  all  the  instruction  in  artillery, 
should  be  united  under  one  head,  as  should  be  also  the  case  with  cavalry 
and  infantry. 

The  course  lately  iutroduced  in  the  department  of  tactics  should  be 
very  much  extended,  and  should  be  made  to  include  strategy,  grand 
tactics,  minor  operations  of  war,  army  organization,  and  the  princi- 
ples of  military  geography.  It  should  also  combine  with  these  a  his- 
torical and  critical  account  of  some  of  the  i)rincipal  campaigns.  In 
order  to  accomi)lish  these  ends  the  course  will  have  to  be  rearranged, 
and  much  more  time  allotted  for  its  instruction.  These  subjects  are 
all  highly  important  in  themselves,  and  the  instruction  in  them  con- 
stitutes an  im[)ortant  element  in  all  of  the  first-class  military  schools  in 
the  world.  Their  study  has  only  recently  been  made  a  part  of  the  course 
at  the  Military  Academy.  The  subjects  are  but  little  understood  in  the 
Army. 

I  would  also  suggest  that  all  of  the  practical  instruction  in  riding, 
&c.,be  given  after  the  close  of  the  academic  day.  My  experience  has 
fully  convincetl  me  that  the  introduction  of  it  during  study  hours  is 
highly  detrimental  to  study,it  having  atendency  to  distract  the  attention 
from  that  close  application  indispensable  to  the  comprehension  of  the 
abstruse  subjects  studied  at  the  Academy. 

Again,  I  would  recommend  the  abolition  of  the  study  of  those  sub- 
jects to  which  only  a  lew  lessons  can  be  given.  "Whatever  is  undertaken 
at  the  Military  Academy  should  be  thoroughly  and  completely  taught, 
otherwise  it  had  better  be  omitted  altogether,  as  it  is  sure  to  be  soon 
forgotten. 

A  sufficient  time  should  be  allowed  to  acquire  a  thorough  knowledge 
in  all  of  the  branches  of  knowledge  which  it  may  be  deemed  necessarj' 
to  teach  at  the  Military  Academy.  The  number  of  years  required  for 
this  is  a  minor  consideration.  In  all  other  professions  the  student  is 
compelled  to  undergo  a  special  instruction  after  completing  his  colle- 
giate course;  why  should  he  begrudge  the  time  necessary  to  acquire  a 
knowledge  of  the  most  difficult  of  them  all — that  of  arms  '? 

Having  devoted  so  much  space  to  the  answer  of  your  communication 
of  the  18th  August,  I  shall  have  to  be  very  brief  in  my  rei)ly  to  your  cir- 
cular of  the  23d  July.  In  reply  to  your  two  first  questions,  I  woukl  sug- 
gest that  all  of  the  graduates  assigned  to  the  staff  corjts  should  be 
required  to  serve  three  yt  ars  in  the  line  of  the  Army,  and  as  far  as  prac- 
tical in  the  field,  previous  to  doing  duty  in  their  corjis. 

I  reply  to  your  third  question,  as  far  as  my  experience  extends, 
that  in  general  the  graduates  do  not  i)ursue  their  i)rofessional  studies 
after  entering  the  Army.  This,  in  the  line  of  the  Array  (to  which 
my  experience  is  principally  confined),  is  caused,  in  part,  by  the  want 


310  MILITARY    ACADEMY    AT    WEST    POINT. 

of  tbe  proper  moans  in  doing  so.  1  sliould  recommend  that  libraries  be 
t'stahlislied  at  tlio  priMcij)al  posts,  esi)ecially  on  the  frontier,  and  that 
liereafter  all  lieiiteiiants,  whether  appoiiitecl  from  the  Military  Acad- 
emy, civil  life,  or  promoted  from  the  ranks,  be  subjected,  after  re- 
maining in.  the  Army  five  years,  or  previous  to  being  i>romoted  to 
('a))tains,  to  an  examination  by  boards  (ioinposed  of  ollicers  of  their 
particular  branch  of  service  on  such  subject  and  in  such  text  books  as 
the  War  l)ei»artuu'nt  may  from  tiaie  to  time  prescribe;  that  no  lien- 
tenant  be  prt)moted  without  passing  this  examination  satisfactorily, 
and  that  ajipointments  to  position  in  the  Adjutant  General's  Depart- 
ment, Quartermaster's  Department,  and  the  Commissary  Depa  tment, 
be  confined  to  such  lieutenants  as  may  have  passed  satisfactorily  this 
examination. 

Lastly,  I  would  recommend  the  establishment  ot  special  schools  for 
instruction  in  artillery,  cavalry,  and  infantry. 

I  am,  sir,  very  resi)ectfully,  your  obedient  servant, 

J.  VOGDES, 


Lieut.  J.  C.  Ives, 

Uniiecl  States  Army. 


Cap ta i n ,  Fi rst  Artillery. 


J)ETR0IT,  August  30,  1860. 

Sir  :  Absence  on  duty  from  this  place  has  delayed  till  this  date  the 
receipt  of  your  communication  of  the  23d  ultim(\  In  compliance  with 
your  request,  I  transmit  replies  in  writing  to  your  several  interroga- 
tories 

Interrogatory  No.  1  : 

I  consider  the  present  |)lan  of  assignment  of  cadets  to  corps  objec- 
tionable, inasmuch  as  it  makes  a  distinction  between  the  Corps  of 
Engineers,  Topographical  Engineers,  and  Ordnance,  not  warranted  by 
the  duties -the  officers  of  these  several  corps  are  called  upon  to  perform. 
In  my  judgment  the  natural  cai)acity  and  acquired  knowledge  required 
of  the  topographical  etigineer  and  ordnance  officer  should  be  of  as  high 
an  order  as  that  required  of  the  engineer  officer.  At  the  same  time,  as 
it  is  necessary  some  rule  should  be  adopted,  I  would  proj^ose,  in  lieu  of 
tiie  present  plan,  the  assign rjient  each  year  in  rotation  of  the  senior 
graduates  to  each  of  these  corps.  By  this  method  the  talents  and 
knowledge  possessed  by  each  corps  would  in  time  become  n)ore  equal- 
ized, and  thus  "each  would  secure  the  highest  si)ecial  (jualifications, 
and  the  Army  the  greates*^  general  efficiency." 

Interrogatory  No.  2: 

1  am  clearly  of  tiie  opinion  that  tbe  efficiency  of  each  corps  and  arm 
of  the  service  would  be  impaired  by  requiring  "officers  to  serve  in  dif- 
ferent corps  or  arms." 

Piior  to  183S,  this  was  the  system  in  a  measure  adopted,  and  I  have 
always  understood  the  jtreseut  organization  was  brought  about  in  con- 
sequence of  the  defe(!ts  of  the  previous  system. 

1  am  free  to  admit  that,  if  it  were  practicable  for  officers  in  a  limited 
time  to  become  exj)erienced  in  the  duties  of  each  corj)s  and  arm,  that 
then  the  general  efficiency  of  the  Aimy  would  be  promoted  by  trans- 
ferring from  one  corps  to  another. 

But  is  this  i)racticable  f    From  my  own  experience  in  my  present 


MILITARY    ACAD  EM  V    AT    WEST    POINT.  311 

corps,  I  should  unhesitatingly  answer  in  the  negative.  I  have  for 
nineteen  years  held'  a  commission  in  the  Topographical  Engineers,  and 
have  (luiing  the  whole  of  that  time  been  actively  ein})lo.ved,  and  yet 
there  are  many  duties  which  are  assigned  to  my  corps  that  I  have  never 
been  called  ui)on  to  |)erform,  and  to  execute  which  efViciently  would 
require  time  and  study  on  my  part.  It  is  not  probable,  therefore,  that 
I  could  have  obtained  even  the  ex[)erience  and  practice  I  have  as  a 
topographical  engineer  if  1  had  been  employed  any  considerable  part 
of  these  nineteen  years  on  other  special  duties.  Of  course  my  remarks 
apply  to  the  three  special  corps,  requiring  on  the  part  of  the  officer  for 
the  proper  discharge  of  his  duties  a  practical  knowledge  of  science,  over 
a  very  wide  range,  a  knowledge  of  the  use  of  instruments,  of  the  details 
of  construction,  and  of  materials,  only  to  be  acquired  by  long  service ; 
and  what  is  most  essential,  and  calls  for  continued  and  uninterrupted 
study  on  his  part,  is  to  keep  himself  familiar  with  the  progress  of  and 
the  improvements  constantly  being  made  in  the  varied  branches  of  his 
profession. 

Wiien  reference  is  had  to  the  arms  of  cavalry  and  infantry,  and  the 
general  statt"  corps,  where  the  duties  are  more  similar  and  homogeneous, 
I  think  it  very  probable  a  transfer  of  officers  from  time  to  time  would 
tend  to  the  general  efficiency  of  the  service. 

Interrogatory  No.  3 : 

I  am  not  able  to  speak  from  any  knowledge,  and  my  belief  is  founded 
more  on  what  appears  reasonable  and  natural  than  from  any  actual 
expeiience,  when  I  say  that,  exclusive  of  the  special  corps  requiring 
study  to  enable  them  to  discharge  their  duties  with  credit,  the  grad- 
uates, as  a  general  rule,  do  not,  after  graduation,  pursue  the  studies 
taught  them  at  the  Academy.  The  officers  in  what  is  called  the  line 
of  the  Army,  immediately  after  graduation,  are  called  upon  to  enter 
the  arduous  duties  incidental  to  a  frontier  liie.  Scattered  over  an 
immense  tract  of  country,  separated  into  small  commands,  constantly 
moving  and  expecting  to  be  moved,  removed  from  books,  and  with  no 
association  outside  of  their  garrisons  and  camps,  and  most  generally 
in  a  state  of  quasi  war,  is  it  to  be  wondered  that  graduates  cease  to  be 
students  ?  That  there  are  exceptions,  and  many  exceptions,  to  what 
I  call  a  general  rule,  I  am  well  aware.  The  roster  of  the  assistants  at 
the  Military  Academy,  the  records  of  the  Coast  Survey,  and  of  the 
Pacific  Railroad  explorations,  the  reports  of  marches  of  columns  over 
the  plains,  the  numerous  professional  books  published  by  officers,  and 
other  evidences  exist  to  prove  that  many  officers  i-i  all  branches  of  the 
service  not  only  pursue  their  studies,  but  do  so  with  great  credit  to 
themselves,  their  profession,  and  their  aima  maUr.  Still,  if  these  names 
are  carefully  culled  from  the  register,  it  will  be  toiind,  I  opine,  that 
they  are  in  the  minority  ;  and  the  reason  is,  not  from  any  want  of 
l)rofessional  pride,  but,  as  I  have  stated  above,  from  the  want  of  time 
and  opportunity,  and  in  some  measure  from  a  failure  to  realize  the 
immediate  advantages  to  be  derived  from  the  labor  of  study. 

I  do  not  wish  to  make  any  invidious  <listinction,  and  hence  I  am  free 
to  say  that  I  do  not  think,  as  a  general  rule,  the  officers  of  the  special 
or  scientific  corps  study  any  more  over  and  above  what  they  are  com- 
l)elled  to  do  than  those  of  other  branches  of  the  service.  To  remedy 
this  evil — for  evil  it  undoubtedly  is — I  would  suggest  making  promo- 
tion dependent  on  merit;  that  is  to  say,  require  officers  to  be  examined 
and  exhibit  proficiency  in  the  theoretical  and  practical  duties  of  their 
profession,  and  show  a  record  of  good  service,  before  promoting  them 
to  a  higher  grade.     Objection  may  be  made  to  this  plan  that  all  officers 


312  MILITARY    ACADEMY    AT    WEST    POINT. 

are  not  equally  well  and  advantajjeously  situated  for  acquiring  knowi- 
oilj;i>;  that  wliilo  some  are  on  the  frontier  actively  eiiri>loyed,  away  from 
sources  of  iiirorniatioii,  others  are  enjoyiuf?  the  |)ri\'ilege  of  being  in 
their  midst.  Tliis  can  be  avoided  by  arranging  the  details  of  service, 
so  that  those  who  are  ai)proaching  promotion  can  have  an  opportunity 
of  i)reparing  themselves  for  examination.  This  system  is  already  in 
existence  in  the  medical  stall",  and,  I  believe,  practically  works  well. 
There  is  no  reason  it  should  uot  work  equally  well  when  applied  toother 
corps  or  arms. 

Much  care  and  study  should  be  devoted  to  devising  the  details  of  such 
a  system,  and  all  oflicers  should  know  clearly  in  advance  upon  what 
subjects  they  are  expected  to  be  profunent,  and  these  subjects  would 
vary  with  each  corps.  "A  stimulus  would  then  be  given  to  useful  emu- 
lation and  professional  improvement  among  the  junior  officers  of  the 
Army,"  in  which  designation  I  would  include  the  grade  of  captain. 
Having  thus,  sir,  answered,  to  the  best  of  my  ability,  your  several  in- 
terrogatories, I  assume  the  liberty  of  adding  a  few  remarks,  which,  I 
trust,  will  not  be  considered  out  of  place,  though  not  particularly  called 
for  by  your  letter. 

I  believe  the  system  of  education  at  West  Point,  for  a  theoretical 
one,  and  for  the  time  devoted  to  it,  is  generally  admitted  to  be  in  a 
high  degree  efficient.  Whether  it  can  be  made  more  efficient,  what 
time  and  what  additional  studies  are  required  to  render  it  so,  I  take  it, 
are  questions  to  solve  which  is  the  design  in  organizing  your  honorable 
Commission. 

In  this  view,  permit  me  to  suggest  a  particular  branch  of  stud^' 
which  mj'  experience  as  a  topographical  engineer  satisfies  me  should 
have  more  attention  paid  to  it,  if  possible,  than  has  hitherto  been  given. 
I  refer  to  the  subject  oi  lyraciical  astro)iomy  and  geodesy.  It  is  not  ne- 
cessary to  call  your  attention  to  the  fact  that  of  recent  years  several 
disputed  boundary  questions  have  turned  upon  astronomical  problems, 
and  that  in  each  case  the  corps  of  topographical  engineers  have  been 
charged  with  the  requisite  determinations  for  their  solution.  I  refer  to 
our  northeast  and  northwest  boundaries  with  Great  Britain,  and  our 
southwest  boundary  with  the  former  Republic  of  Texas,  and  subse- 
quently with  Mexico.  I  would  also  refer  to  the  case  of  Rouse's  Point, 
where  an  erroneous  astronomical  determination  caused  a  fortification 
to  be  commenced  in  what  was  afterwards  ascertained  to  be  foreign  ter- 
ritory, and  which  was  only  reclaimed  by  compromise  in  a  subsequent 
treaty. 

1  quote  these  facts  to  prove  that  practical  astronomy  is  not  merely  a 
branch  of  scientific  study,  which  it  would  be  advisable  to  teach  cadets 
at  the  Military  Academy,  but  to  prove  it  is  a  subject  of  direct  practical 
bearing  u[)on  the  duties  of  a  portion  of  the  graduates,  and  that  upon 
the  correct  discharge  of  these  duties  are  dependent  international  rela- 
tions. 

The  importance  of  this  study  being  demonstrated,  the  question  arises, 
what  modification  can  be  made  of  the  existing  system  of  instruction  to 
enable  its  introduction  ?  For  this  purpose  I  would  propose  the  estab- 
lishment of  a  department  with  this  title;  the  offic-er  assigned  to  it  hav- 
ing the  charge  of  the  observatory  and  instruments,  and  a  portion  of  the 
last  year  assigned  for  the  instruction  of  the  graduating  class  in  the  use 
of  the  instruments  and  api)lication  of  theformuhv  in  the  determination 
of  the  principal  questions  involved  in  practical  astronomy  and  geodesy. 
In  addition  to  the  benefit  to  the  cadets  to  be  derived  from  such  a  de- 
partment, the  officer  in  charge  of  the  observatory  should  also  be  re- 


MILITARY    ACADEMY    AT    WEST    POINT.  313 

quired  to  make  such  observations  as  are  constantly  being  required  for 
co-operation  with  parties  in  the  tiekl,  making  geographical  explorations, 
running  boundary  lines,  &c.  And  for  this  purpose  I  would  suggestthat 
graduates  assigned  to  the  topographical  corps  should  be  retained  at  the 
Academy  at  least  one  year  to  act  as  assistants  and  computants  at  the 
observatory  and  perfect  themselves  in  a  knowledge  of  practical  astron- 
omy. I  propose  the  establishment  of  a  separate  department,  on  the 
ground  and  in  the  belief  that  the  present  distinguished  professor  of  nat- 
ural philosophy  is  overtaxed  in  the  demands  on  his  time  instructing  the 
theoretical  branches  of  his  important  course,  and  if  he  were  not,  from 
my  personal  knowledge  of  the  subject,  I  am  satisfied  that  any  one  tak- 
ing charge  of  tlie  observatory'  and  properly  managing  it  will  be  fully 
occupied  day  and  night,  and  it  will  not  be  in  bis  power  to  attend  toother 
matters.  Whether  the  instructor  of  practical  astronomy  and  superin- 
tendent of  the  observatory  should  be  an  officer  of  the  Army  or  member 
of  the  civil  staff  of  the  Academy  I  leave  to  the  Commission  to  decide. 
The  only  point  I  wish  to  impress  upon  it  is  the  great  importance  and 
value  of  the  department.  When  I  spoke  of  co  operating  with  parties  in 
the  field  I  referred  to  corresponding  observations  to  be  made  for  longi- 
tude, which,  now,  we  are  obliged  to  get  from  one  of  our  college  obser- 
vatories or  refer  to  the  royal  observatory  at  Greenwich.  At  the  present 
moment  I  havejust  received  from  the  observatory  of  Harvard  Univer- 
sity a  list  of  the  corrections  to  be  applied  to  the  catalogue  declinations 
of  stars  for  use  in  the  latitude  observations  of  the  survey  of  the  north 
and  northwestern  lakes,  which  corrections  are  derived  from  the  actual  ob- 
servations at  Harvard.  This  work  could  readily  be  executed  at  the 
West  Point  observatory. 

It  seems  hardly  necessary  to  dilate  on  the  many  advantages  to  be  de- 
rived from  the  proposed  plan.  Indeed  I  feel  somewhat  diffident  in  al- 
luding to  this  and  the  other  matters  in  this  communication,  being  satis- 
fied they  have  already  presented  themselves  to  the  Commission  ;  but  ■ 
appreciating  the  compliment  paid  me  in  asking  my  views,  I  have  not 
hesitated  to  express  them  freely,  though  hastily,  in  the  hope  that,  pos- 
sibly, some  additional  argument  may  be  advanced  to  strengthen  what 
perhai)s  is  already  decided  upon. 

Again  expressing  my  regret  at  the  delay  in  the  receipt  of  your  com- 
munication, 1  remain,  most  respectfully,  your  obedient  servant, 

GEO.  G.  MEADE, 
Captain,  Toj)ographical  Engineers. 

Lieutenant  J.  C.  Ives, 

Secretary  V.  S.  Militarii  Academy  Commission. 


M2. 


Detroit,  Michigan,  September  3,  18G0. 

Sir  :  In  consequence  of  absence  from  home,  your  letter  of  the  23d  of 
July  was  not  received  by  me  until  a  few  days  since,  and  now  my  duties 
requiring  me  again  to  journey,  I  find  myself  unable  to  give  the  atten- 
tion which  is  requisite  to  the  subjects  upon  which  you  request  my  views. 
But  that  I  may  not  appear  discourteous,  I  will  briefly  state  such  an- 
swers as  occur  to  me  in  reply  to  the  questions  specified. 

First.  lu  regard  to  modification  in  the  present  mode  of  assigning  ca- 
dets, I  would  respectfully  suggest  that  the  two  corps  of  engineers  should 
be  placed  upon  an  equality  as  close  as  that  which  exists  between  the 


314  MILITARY    ACADEMY    AT    WEST    POINT, 

fiist  and  second  regiments  of  cavalry,  and  cadets  recommended  for  one 
corps  of  (Mifjineers  should  bo  leoomnKMided  for  the  other  corps  also. 
This  is  nianiti'stly  Just,  so  long  as  the  duties  of  the  two  corps  remain 
i'.\a<'tlv  tho  same,  oi'  may  continue  to  be  equally  scientific. 

I  would  su,u}»('st  the  pi'opriety  for  assigning  cadets  to  (U)rps  at  the  end 
of  the  fourth  year's  course.  During  the  Mf'th  year,  while  contitniing  the 
study  of  military  science  as  a  class,  let  them  act  as  assistant  instructors 
in  the  (!orps  to  which  they  have  been  assigned,  under  the  direction  of 
an  oflicer  of  that  corps,  who  shall  also  instruct  them  in  the  highest 
branches  i)ertaining  to  their  special  profession.  At  the  end  of  the  tifth 
year's  course  the  cadet's  corps  rank  may  be  determined  in  accordance 
with  his  merit. 

The  science  of  fortifications,  practical  astronomy,  and  surveying, 
including  the  highest  branches  of  geodetic,  operations,  should  each 
favor  a  separate  dei)artment,  for  the  control  of  which  selections  should 
be  made  in  turn  from  oflicers  of  each  corfis  of  engineers. 

To  create  at  West  Point  a  special  department  for  every  corps  there 
represented  cannot  fail  to  have  a  beneficial  infiuence  upon  the  Army. 
There  would  be  an  effort  among  officers  to  fit  theujselves  for  those  posi- 
tions, and  while  there  they  would  acquire,  by  their  researches,  much 
information,  which  would  be  not  only  taught  at  the  Academy,  but,  upon 
joining  their  regiments  or  corps,  would  also  be  disseminated  throughout 
the  Army. 

Second.  I  have  no  doubt  that  it  would  add  to  the  efficiency  of  each 
officer  if  he  could  serve  for  a  short  period  with  every  corps  of  the  Army ; 
but  I  can  think  of  no  plan  by  which  this  would  be  practicable. 

Third.  It  is  my  opinion  that  graduates  generally'  do  pursue,  to  a  con- 
siderable extent,  their  professional  studies  after  entering  their  respec- 
tive corps.  I  have  no  doubt,  however,  that  examination  before  promo- 
tion to  a  higher  grade  in  the  Army,  such  as  is  practiced  by  the  medical 
corps,  would  stimulate  to  useful  emulation  and  i)rofessional  improve- 
ment among  junior  officers.  Yet  strong  objections  might  be  raised 
against  such  a  practice,  inasmuch  as  officers  of  the  same  grade  would 
not  have  similar  advantages  for  the  prosecution  of  their  studies. 
Very  respectfully,  your  obedient  servant, 

A.  W.  WHIPPLE, 
Gaptain,  Topograpkical  Engineers. 

Lieutenant  J.  C.  Ives,  Top.  Eng., 

Secretary  Military  Academy  Commission. 


San  Antonio,  Texas, 

A  tigust  31,  i860. 

Sir  :  I  have  had  the  honor  to  receive  your  letter  of  the  18th  ultimo, 
requesting  me,  in  behalf  of  the  United  States  Military  Academy  Com- 
mission, to  state  for  their  information  what  modifications  or  changes  in 
the  organization  and  course  of  instruction  at  the  Academy  are,  in  ray 
opinion,  desirable  to  secure  to  the  Army  officers  best  qualified  to  per- 
form their  various  duties  and  to  meet  all  their  responsibilities. 

1  cannot  hope  to  add  anything  to  the  information  that  will  be  ac- 
quired by  the  Commission  in  their  investigations  at  the  Academy,  or  to 
the  facts  that  will  be  developed  as  to  the  accomplishment  of  the  objects 
of  the  institution,  and  will  therefore  briefly  state  such   opinions  as  I 


MILITARY    ACADEMY    AT    WEST    POINT.  315 

have  formed  from  my  knowledge  of  the  Academy  and  the  wants  of  the 
military  service. 

Beginning  at  the  low  standard  of  qualifications  of  admission  into  the 
Academy,  a  course  of  instruction  limited  to  a  term  of  four  years  is  not 
snfiScient,  I  think,  to  impart  the  knowledge  necessary  to  an  officer  for 
the  performance  of  the  duties  of  his  station,  and  to  secure  that  de- 
sire for  further  information  which  ought  to  be  a  great  object  of  his 
education. 

If,  therefore,  the  present  standard  of  admission  is  maintained,  the 
instruction  at  the  Academy  will  have  to  be  limited  to  a  military  educa- 
tion, and  the  knowledge  of  the  arts  and  sciences  connected  with  it; 
the  instruction  of  the  officer  to  be  prosecuted  afterwards  at  schools  of 
api)lication,  where  he  can  study  the  higher  branches  of  the  art  of  war, 
and  learn  to  apply  his  knowledge  to  i)ractice.  He  would  thus  become 
(•onfirme<l  in  the  habit  of  study,  and  be  made  to  understand  that  his 
military  life  must  be  one  of  ontinued  research  and  apj^lication.  Such 
a  system  of  instruction  would  secure  to  the  officer  the  highest  military 
education,  exclude  no  class  of  citizens  from  the  military  service,  and 
would  maintain  the  Academy  as  at  present,  a  truly  national  institution. 

But,  under  this  system,  I  think  no  cadet  should  be  admitted  into  the 
Academy  under  seventeen  years  of  age,  and  that  the  qualifications  of 
admission  might  be  made  to  embrace  some  knowledge  of  geography 
and  the  English  language.  A  reasonable  degree  of  education  in  the 
candidates  ought  to  be  expected.  The  country  affords  ample  opportu- 
nities. The  standard  of  education  in  all  the  schools  is  advanced.  The 
minds  of  the  scholars  are  better  disciplined,  their  habits  of  study  and 
thought  improved,  and  it  is  as  easy  now  to  acquire  an  ordinary  English 
education  as  it  was  at  the  time  of  the  establishment  ot  the  Academy 
the  present  qualifications  for  admission. 

But  if  schools  of  application  are  not  established,  and  the  education 
of  the  officer  is  to  be  completed  as  well  as  begun  at  the  Military  Acad- 
emy, a  course  of  instruction  of  five  or  six  years  will,  in  my  opinion,  be 
requisite  for  the  education  of  an  officer.  There  are  objections  to  an 
increase  of  the  term  at  the  Academy,  both  on  the  score  of  exi)ense  in 
the  education  of  the  cadet  and  the  effect  of  protracted  study  and  con- 
finement, in  not  the  most  favorable  climate,  upon  his  constitution  and 
character.  But  the  expansion  of  science  and  the  extension  of  the  art  of 
war  render  an  increase  of  time  and  application,  either  at  the  Academy 
or  after  graduation,  necessary. 

Should  the  academic  term  be  increased  to  a  period  longer  than  four 
years,  I  would  suggest  that  the  age  of  the  cadet  at  his  admission  be 
limited  between  sixteen  and  eighteen  j'ears.  The  other  qualifications, 
as  at  present  established,  and  the  completing  courses  at  the  Academy 
should  combine  application  and  practice  to  instruction. 
1  am,  very  respectfully,  your  obedient  servant, 

R.  IBi.  LEG, 
Bvt.  Col.,  Lieut.  Col.  Second  fl^valni. 

Lieutenant  J.  C.  Ives,  Top.  IJng.,  ^^'''^r  IV?  •'. 

Secretary  U.  S.  Military  Academy  Commission/     ^  or  the  •>, 

UNWER81TV 


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